A Study of the Relationship between Transformational Leadership and Organizational Culture
Transcript of A Study of the Relationship between Transformational Leadership and Organizational Culture
Western Michigan UniversityScholarWorks at WMU
Dissertations Graduate College
4-2004
A Study of the Relationship betweenTransformational Leadership and OrganizationalCultureMildred Patricia HowardWestern Michigan University
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A STUDY OF THE RELATIONSHIP BETWEEN TRANSFORMATIONALLEADERSHIP AND ORGANIZATIONAL CULTURE
by
Mildred Patricia Howard
A Dissertation Submitted to the
Faculty of The Graduate College in partial fiilfillment of the
requirements for the Degree of Doctor of Education
Department of Teaching, Learning and Leadership
Western Michigan University Kalamazoo, Michigan
April 2004
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A STUDY OF THE RELATIONSHIP BETWEEN TRANSFORMATIONALLEADERSHIP AND ORGANIZATIONAL CULTURE
Mildred Patricia Howard, Ed. D.
Western Michigan University, 2004
The research study examines teachers’ perspectives on leadership and
organizational culture in elementary schools within the state of Michigan. 121 teachers
responded to more than 90 survey questions from the Leadersliip Practices Inventory and
the Instructional Climate Inventory. The purposes of the study were to determine (a)
whether the school size was related to variations in transformational leadership and
organizational culture, and (b) the relationship between transformational leadership and
organizational culture. Statistical tests used to determine possible relationships include F-
Tests, T-Test and Canonical Correlations.
The author found the following; (a) Teachers’ mean scores were moderately high
regarding principals’ leadership. Post Hoc comparisons indicate that essentially small
schools, which tended to have lower means, differed from large and medium sized
schools, (b) Teachers also gave moderately high mean ratings regarding school culture.
Based on the F-Test, size was not related to the teachers’ perception of culture. There was
a homogenization in their perceptions; and (c) Canonical correlations analysis indicated
that higher teacher ratings on three cultural elements (recognition, affiliation and
accomplishment) tended to be associated with higher ratings on principal’s
transformational leadership. The analysis provides evidence that there is a relationship
between organizational culture and leadership.
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UMI Number: 3124535
Copyright 2004 by
Howard, Mildred Patricia
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Copyright by Mildred Patricia Howard
2004
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ACKNOWLEDGMENTS
With enduring gratitude, the author, acknowledges the support and assistance
of some very special people who made the completion of this degree a reality. They
are the following:
Dr. Mary Ann Dipierro, a genuine friend, who provided practical advice,
guidance and emotional support.
Committee members: Dr. Warfield, Chair; Dr. Jianping Shen; and Dr. Joseph
Morris for their commitment and expertise.
Parents who taught all of their children to value the privilege and the pursuit
of an education, father, Hoyt Milton Kendrick and mother, Pauline Rhodes Kendrick.
Sisters: Madeline K. Melton, Paula K. Morning, and Marie K. Harrell for their
solidarity.
Marvelous husband, George E. Howard, Jr., children, James Edward and
Kendra Elise-Nicole for their love and never complaining.
Betrothed family, the Howards, for their unwavering support.
Lastly, to my Lord and Savior, Jesus Christ, the guiding force that sustained
me throughout this process.
Mildred Patricia Howard
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TABLE OF CONTENTS
ACKNOWLEDGMENTS..................................................................................... ii
LIST OF TABLES................................................................................................. ix
LIST OF FIGURES................................................................................................ x
CHAPTER
I. INTRODUCTION................................................................................ 1
Overview of the Problem.................................................................... 1
Changing Demographics.............................. 3
Lack of Support and Isolation for Teachers................................ 5
Management of Discipline and Behavior Problems................... 6
Possible Effects on Teachers.............................................................. 8
Low Teacher Morale................................................................... 8
T eacher Absenteeism.................................................................. 10
High Teacher Turn-Over and Attrition....................................... 11
Purpose of the Study........................................................................... 15
Research Questions............................................................................ 19
Conceptual Hypotheses............................................................... 19
Operationalized Hypotheses....................................................... 20
Null Hypothesis........................................................................ 20
Overview of the Dissertation.............................................................. 20
Visual Conceptual Overview.............................................................. 21
n. REVIEW OF THE LITERATURE....................................................... 25
111
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Table of Contents—continued
CHAPTER
Overview.............................................................................................. 25
Qualities of Principals as Leaders...................................................... 25
Goal Strategist............................................................................. 25
Multi-Dimensional and Multi-Strategic Qualities...................... 27
Caring Leadership Qualities........................................................ 29
The Relationship Between Leadership Style and Organizational Culture .................................................................................... 30
Leadership Built on Trust with Freedom to Explore Ideas without Reprisals ...................................................................... 31
Programmed Approach to Leadership with Restrictions 34
Responsive Leadership that Is Interpersonal and Enhances Understanding and Satisfaction.................................................. 36
Transformational Leadership and Organizational Culture................. 39
Descriptions of Each and Implications Resulting from Their Combination................ 39
Meeting the Needs of Individuals within the Culture................. 42
The Strength of Transformational Leadership in the Organizational Culture................................................................ 46
Renewed Commitment through Reassessment........................... 49
Receptivity to Transformational Leadership Change.................. 52
Subsets of Transformafresrt .Leadership..................................... 54
Overview............................................................................. 54
SOMienging the Process...................... 55
fespiring a Shared Vision..................... 56
IV
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Table of Contents—continued
CHAPTER
Enabling Others to Act.............................................. 57
Modeling the Way..................................................... 59
Encouraging the Heart.............................................. 59
The Relationship Between Size of the Group and theOrganizational Perception of Leadership........................................... 60
The Relationship Between Size of the Group or Organization and Organizational Culture....................................................................... 62
m. METHODOLOGY............................................................................... 65
Subjects.............................................................................................. 65
Instrumentation................................................................................... 67
Leadership Practices Inventory................................................... 67
The Instructional Climate Inventory........................................... 68
Measurement...................................................................................... 69
Leadership Practices Inventory................................................... 69
The Instructional Climate Inventory........................................... 70
Data Collection Procedure.................................................................. 73
Data Analysis...................................................................................... 75
Overview..................................................................................... 75
Question # I .......................................................................... 75
Question #2............................................... 76
Question #3.......................................................................... 76
IV. DATA PRESENTATION AND ANALYSIS...................................... 79
V
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Table of Contents—continued
CHAPTERPurpose................................................................................................ 79
Sample Description............................................................................ 79
Instruments......................................................................................... 80
Rate of Sample Return/Response....................................................... 80
The Relationship Between Teacher’s Perceptions of Leadershipand the School Size............................................................................ 81
Question#!................................................................................. 81
Basic Statistics for the Subscale and Composite for the Leadership............................................................................ 81
Practice Inventory....................................................... 81
Comparing Across Schools at Different Sizes..................... 83
Pairwise Comparisons......................................................... 84
The Relationship Between Teacher’s Perceptions of Culture (Composite and Subscales) and the School Size................................ 87
Questions #2................................................................................ 87
Basic Statistics for Organizational Culture.......................... 87
Comparing Schools of Various Sizes.................................. 87
The Relationship Between Leadership Subscales and Culture Subscales............................................................................................ 89
Question #3................................................................................. 89
Summary of the Questions & Responses........................................... 91
Question#!................................................................................. 91
Question #2................................................................................. 92
Question #3................................................................................. 92
VI
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Table of Contents—eontinued
CHAPTER
V. SUMMARY, FINDINGS, DISCUSSIONS, STRENGTHS ANDLIMITATIONS.................................................................................... 94
Summary and Interpretations............................................................... 94
Summary..................................................................................... 94
The Study............................................................................. 94
The Findings........................................................................ 96
Research Question No. 1 ............................................. 96
Research Question No. 2 ............................................. 97
Research Question No. 3 ............................................. 98
Discussion............................................................................................ 98
Strengths and Limitations.................................................................... 100
Strengths............................ 100
Limitations.......................................................................... 101
REFERENCES........................................................................................ 102
APPENDICES
A. PERMISSION TO USE THE LPI............................................................ 114
B. MICHIGAN EDUCATIONAL ASSOCIATION (MEA)INSTRUCTIONAL DEVELOPMENT (PDI) CONFERENCE EXHIBITOR’S LETTER............... 116
C. PROMOTION FLYER FOR RAFFLE PRIZES....................................... 118
D. HSIRB APPROVAL #1............................................................................ 120
E. HSIRB APPROVAL #2............................................................................ 122
F. HSIRB APPROVAL #3............................................................................ 124
V ll
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Table of Contents—continued
APPENDICES
G. LEADERSHIP PRACTICES INVENTORY (LPI)................................... 126
H. INSTRUCTIONAL CLIMATE INVENTORY......................................... 129
Vlll
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LIST OF TABLES
1. Descriptive Statistics for Transformational Leadership Subscale Scores 82
2. Summary of F-test Results for Comparing School Sizes in Terms of theLeadership Practices Inventory (LPI) Subscale and Composite Scores 83
2a. Post-hoc T-test Results for the LPI Challenging the Process (cproc)Subscale......................................................................................................... 84
2b. Post-hoc T-test Results for the LPI Inspiring a Shared Vision (vision)Subscale......................................................................................................... 85
2c. Post-hoc T-test Results for the LPI Modeling the Way Subscale................. 85
2d. Post Hoc T-Test for the Leadership Composite...................... 86
3. Descriptive Statistics for Organizational Culture Subscale Scores.............. 88
4. Summary of F-Test Results for Comparing School Sizes in Terms of theOrganizational Culture Subscale Variables................................................... 88
5. Canonical Correlation between Leadership and Organizational Culture 91
IX
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LIST OF FIGURES
1. Visual Overview Conceptualization ............................................... 23
2. Major Variables and Their Subscales........................................................... 24
X
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
CHAPTER I
INTRODUCTION
Failure to implement the transformational leadership model in the edueational
system has had a negative impaet on the edueational proeess. By Transformational
Leadership is meant an approaeh that allows leaders and teaehers to work to aceomplish
quality goals without foeusing on individuals’ rank and one that eonsiders the worth,
eoncems, needs and humanity of the individual partieipant. Transformational leadership
is a type of edueational leadership style. Edueational style and organizational eulture are
eomplimentary. They oeeur within the same setting. In understanding or defining
leadership style, it might be considered a balance between style and organizational
eulture. There would seem to be a symbiotic relationship; they generate and infuse the
other. They both have a bearing on teachers’ perceptions and necessarily on students as
part of the environment through which teaehers move. Therefore, they can be said to
impact education.
Overview of the Problem
Since A Nation at Risk in the 1980’s, orchestrated by the National Commission
on Excellence in Education, there have been concerns raised to a national level about
public education (Owens, 1991). Over the years. United States history has repeatedly
focused on education. Many presidents since Ronald Reagan and A Nation at Risk and
even some before have addressed education as an important national issue or as part of
their political platform (Clinton, 1996; Ford, 1976). President Gerald Ford (1976)
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
discussed federal education programs in his comments on the role of education in our
nation’s progress for the future. Education goals were also set by state govemors under
the leadership of President Bush. In 1989 he and 50 state govemors set educational goals
for the nation at an Educational Summit in Charlottesville, Virginia (National Education
Goals Panel, 1992). President Clinton discussed the need for setting standards to insure
the improvement of education at a National Summit on Education (Clinton, 1996).
Baker and Smith (1997) reveal the lengthy concerns about education over
multiple decades concerning American students and their academic performance. They
reveal that over the past 30 years major intemational studies in math and science have all
included U.S. students. Findings support mediocre performance in relation to students in
other developed countries.
In spite of the creation of initiatives and summits resulting from the 1980 National
Commission on Excellence in Education, problems remain. Owens (1991) reported that
recommendations that followed the 1980 Commission were felt to have few promising
initiatives. A Nation Still at Risk in 1999 focuses on some of the problematic factors
remaining in education today (A Nation Still at Risk, 1999). Many problems and
concerns exist today that continue to present challenges for teachers. These include
changing demographics, teacher isolation, lack of support, student discipline and
behavior problems (Vandehey, 1981; Klauke, 1989; Connolly, 1995; Slater, 1980;
Harris, 1998; Frantz, 1994).
The effects of these problems may contribute to low teacher morale, teacher
absenteeism and teacher attrition. School problems and their effects reflect aspects of a
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
schools’ culture. Learning about the culture of schools is important toward understanding
the dynamics of what goes on within schools.
Transformational leadership may be the answer to some of the problems in
education today. Furthermore, the interplay between characteristics of transformational
leadership and specific aspects of organizational culture may reveal interesting findings.
Because teachers work closely with the school leadership and students, their perceptions
are vital to the acquisition of information and will be utilized ostensibly throughout this
study. The problem of changing demographics, isolation, lack of support and behavior
issues will be discussed, followed by a discussion of effects of these problems including
low teacher morale, teacher absenteeism, teacher turnover and attrition.
Changing Demographics
Today many teachers must be equipped to work with students from a variety of
backgrounds. Teachers must meet the needs of students reflected by changing
demographics (Vandehey, 1981). Understanding some of the implications of population
changes both locally and nationally is important because educators are serving
communities that are rapidly changing. Klauke (1989) reveals a shift in the cultural
make-up of student enrollment that will call for the educational environment to address
issues brought about by the change. Suggestions are made for educators to become
aware through investigative procedures of ways to meet the educational needs of their
changing constituency. The changing demographics as a result of the national population
distribution shifts with migration, immigration and fertility pattems challenge the country
to begin living as multicultural citizenry (Klauke, 1989).
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
Our changing population is reflected in many ways. By the year 2010,38% of
young people under the age of 18 will be African, Asian or Hispanic American. The rise
of children growing up in single parent homes, as well as other conditions that are
prevalent, cause or are associated with an increasing number of children to be labeled “at
risk” (Klauke, 1989). The number of public school enrollees will also be affected by the
availability of various types of schooling. Private schools are readily available in most
towns with a population size of 10,000 (Klauke, 1989).
According to Snyder (1984) and Hodgkinson (1989) school districts might assist
students by helping with a cluster of services involving health, education, transportation
and other needs. Changing demograhics may be observed in rural schools where
immigrants and minority groups have helped contribute to the overall growth of the
population. Situations like these may necessitate educators evaluating the need to
consider providing instruction in English as a second language for individuals who have
recently immigrated (Huang, 1999).
Lankard (1994) communicates the challenge to educators as they increasingly
work with multicultural populations. Strategies/techniques proposed for usage are many.
Among them are nurturing students’ respect and consideration for other viewpoints and
the development of critical thinking (Wood, 1993; Fried, 1993). Based on another recent
study, new and not so new teachers face a variety of challenging conditions that may
include among other concerns, multilingual student populations and students with
disabilities (Haselkom, 1994).
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TRANSFORMATIONAL LEADERSfflP A N D ORGANIZATIONAL CULTURE
Lack of Support and Isolation of Teachers
While shifting demographics may be a more recent problem, some problems have
existed for teachers over the years. Lack of support is a problem that teachers sometimes
face. For the purpose of this paper lack of support will be defined as feeling alone or
isolated in the performance of the work task. Support may come in many different forms
including collegial, community, parental, or administrative. However, according to many
authors, teacher isolation and lack of collegial and administrative support are conditions
that teachers must confront (Connolly, 1995; Akuchie, 1986; Burch, 1993; Harris, 1998;
Slater, 1980; Ulriksen, 1996).
Feelings of support may be linked to other more long-term consequences. In some
studies involving teachers and attrition, there was found to be a positive correlation
between teachers staying in the profession and having more support from the
administration ( Bobbitt, et al., 1991; Metzke, 1989). Feelings and perceptions of being
supported may come in various forms including having the administration listen to
concerns or consider ideas or solutions for problems or simply being acknowledged as a
participant In a recent study, Marlow, Inman, and Betancourt-Smith (1997) described
support systems studied for new teachers. The sources of support included colleagues,
administration and community. The areas of support were directly related to the teacher’s
level of comfort and the desire to continue in the profession.
Support from colleagues, or administrators could specifically be built upon
sharing ideas and open communication. Marlow, et al. (1997) reveal that sharing of ideas
and plans in problem solving are purported by fellow teachers as resulting in less feelings
of isolation. Teachers asserted that increased isolation were linked to feelings of
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TRANSFORMATIONAL LEADERSfflP AN D ORGANIZATIONAL CULTURE
nonsupport. Bacharach and others (1986) in a survey study of 1789 elementary and
secondary teachers found that teachers desired more frequent communication and
perceived that administrators did not display supportive characteristics. Support issues
were some of the circumstances associated with stress in a study of 223 elementary
teachers in Colorado. Teachers reported feeling less productive while under stress and
utilized social support as a coping mechanism for stress (French, 1987).
Lack of support might have far reaching ramifications. Laub (1998) identified
reducing isolation among colleagues as a method to maintain qualified staffs in education
and prevent potential or eventual bumout. Further, this study revealed the need to address
the issue of collegial isolation because of large numbers of teachers retiring and new
capable staff who need to be maintained. The need for the support of teachers surpasses
individual difficulties. Indeed, the lack of support might impact the whole profession.
Simon (1980) discussed the self-contained condition and the isolated nature of
elementary teacher’s work settings. The isolation from other teachers, parents and
principals characterizes the school day and results/produces certain relationships.
Suggestions for training teaehers is an aspect that should be looked at to help alleviate
isolation.
Management of Discipline and Behavior Problems
Discipline may be defined in a number of ways. Concern about how to discipline
students and behavior problems have existed in the past, and they exist in schools today.
For the purpose of this study, discipline will be defined as the remedy for problem
behaviors. Student behavior problems will be described as anything that impedes or
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
prevents the teacher from performing his or her teaching responsibilities. Discipline and
behavior problems are often cited as concerns for teachers in the profession (Harris,
1998; Frantz, 1994; Slater, 1980; Crum-mack, 1993). Pellicer (1984) in discussing
behavior problems suggested teacher /administrative relationships might be helped by
addressing behavior problems.
In addition to strengthening the teacher/administrator relationship, knowledge of
techniques and developing skills may need increasing and upgrading. In some situations,
problems with discipline and behavior may be allowed to continue or be worsened by the
teacher’s lack of management skill. Teachers’ repertoire of management skills, clear
insight and decisive follow-through are often a result of experience. Additionally, a
teacher’s choice of management style or the ability to be responsive to particular
situations may be determined through experience as well (Warga, 1996). Therefore, a
teacher’s inexperience may contribute to a lack of realistic understanding about
expectations of student behavior. Methods for coping and reducing the ill effects of
behavior problems on teachers may be explored as well. Difficulty with behavior
problems was cited as one of several variables found to contribute to significant
differences in teachers’ initial expectations and the changes occurring after one year or
more on the job (Harris, 1998).
Corley (1998) states that discipline may not be an issue, when other conditions
within a teaching situation are met in a satisfactory manner. However, if a mentoring
relationship between new and experienced teachers, accurate classroom insight, and
understanding of community expectations does not exist, having good discipline is
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
critical (Corley, 1998). This finding seems to suggest the importance of an alignment
between teacher and community goals, and a supportive collegial relationship.
Finally, in a study involving both teacher educators and beginning teachers about
what beginning teachers should know, management and discipline were found to be
needed the most. Even though there was disagreement over where teacher training should
occur on the job or at the university, both agreed that discipline and behavior
management were necessary teacher competencies (Byrd-Rider, 1998).
The effect of problems brought on by feelings of isolation and lack of support,
changing demographics, as well as, behavior and discipline problems might well pose
concerns for teachers. The problems might well affect teachers through low teacher
morale, teacher absenteeism, high teacher turnover and attrition. The discussion that
follows describes the latter areas.
Possible Effects on Teachers
Low Teacher Morale
The presence or feelings of stress may reflect the morale of the teacher as it
relates to student behavior and supportive or non-supportive collegial and administrative
relationships. Tishler and Emest (1987) in their study of 48 Alabama school teachers on
stress, identified the highest job stressors to include disruptive students, and relationships
with supervisors among others.
Studies that probe/investigate teachers’ perceptions of the leaders’ support and
teachers’ resulting responses, may provide clues about teachers’ morale. Hoy and Brown
(1988) focused on administrative and teacher relationships in their study. Their findings
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
revealed pereeptions of the leadership ineluding both strueture and eonsideration. The
findings were based on perceptions of the leadership providing encouragement and
leaders receiving cooperation from teaehers. Consideration and encouragement may
support and acknowledge the teacher by administrators simply being present or having
open communication when teaehers have problems. Kouzes and Posner (1995) define
Modeling the Way as leaders providing maps to guide people. They allow their actions to
provide a foundation upon which to build a credible relationship.
There is an awareness of a need to provide support to teachers. Mantle-Bromley,
Gould and MeWhorten (2000) reveal their attempt of providing emotional support in the
form of encouragement for successes, attending to teaehers when lack of eonfidenee or
blockages of alternative strategies ensue, and when tears and sadness persist. Weiss and
Weiss (1999) point to the need for new teaehers to be a part of induction programs.
However, while these programs exist, they vary from district to district in
conceptualization and strueture. These programs might offset current realities of minimal
professional development opportunities and lack of support from colleagues.
Teacher morale may be linked to the type of training provided when it includes
teaming, mentoring and supervision. Mantle-Bromley, et al. (2000) note that in their
study describing three program structures for preserviee and recently graduated students,
teachers consistently gave the non-traditional program higher ratings of satisfaction on a
post hoe comparison. The non-traditional programs referred to as Project Promise and
Professional Development Schools included supervision by full time university faculty
and a teacher scholar, teaming, discussions, mentoring, peer observations, and school
wide activity participation. The broad parameter of experiences for teaehers provided by
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CLFLTURE
the non-traditional program may reflect support in terms of practical support strategies
and companion support.
Some relationships between novice and mentor teachers emphasize collaboration.
A paradigm change toward reciprocity of teaching and learning roles for novice and
mentor teachers. Some research reveals the concept of teachers feeling less isolated and
more supported if their ideas are valued (David, 2000). High morale, the intention to
remain in teaching and a stronger commitment to teaching was found in school cultures
with participative decision making and ones ordaining and supporting collaboration
(Weiss, 1999).
Communication in relationships may be an important link to achieving high
morale. The teacher-administrator relationships that involve support, encouragement,
clear communication and guidance in management are evaluated as well-done by their
teachers in their job performance (Weiss, 1999). In addition, this study reveals that a
school culture that allows a collaborative environment and is supported by the leadership
is related to the first year’s teacher morale, and wanting to stay in the profession (Weiss,
1999).
Teacher Absenteeism
Teacher Absenteeism in the field of education has been scrutinized in several
previous studies (Bridges, 1980; Bridges and Hallinan, 1978; Jacobson, 1989; Foldesy &
Foster, 1989). Teacher absenteeism is found to be more prevalent as compared to other
professions (Pitkoff, 1981). According to Lewis (1982), within the United States on any
individual day, it is not unusual for 200,000 school employees to be absent from work. A
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
study covering three sehool distriets in Washington state on teacher absenteeism and
perceptions of the professional environment found that public school elementary teachers
were absent more often than support personnel or other secondary teachers. In a study of
teacher absenteeism of two hundred seventy urban elementary schools in Texas, one of
the variables found to influence teacher absenteeism was years of experienee (Davis,
1997). Teacher’s absentee rate inereased with years of experience. The study also foxmd
that leadership behavior influenced teacher absenteeism.
Scott and Wimbush (1991) in their study of 265 teachers concur that teacher
absenteeism is a serious problem in the school system. Additional studies have occurred
about factors affecting school attendance ineluding job satisfaction (Cheloha & Farr,
1980; Clegg, 1983; Haekett, 1989; Seott & Taylor, 1985).
The relationship between teachers and administration was found to have an
impact on teacher satisfaction (Chapman, 1982; Chapman & Lowther, 1982). The
findings in some studies on absenteeism seemed to imply that the more satisfied
employees had fewer absences on their jobs (Martin & Miller; 1986; Scott & Taylor,
1985).
High Teacher Turn-over and Attrition
In addition to absenteeism high turnover rate and attrition are prevalent among
teachers. In this section, attrition and teacher turnover will be discussed for first year
teachers and for teachers at various stages of their careers as well. Although the overall
attrition rate follows a u-shaped curve based on age, time in teaching and the life-cylcle,
other factors are also relevant. One of those factors involve participative decision-making
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
opportunities being supported by the administration (Bobbitt, et al., 1991). Other factors
include the opportunity to influence teaching, and school policy decisions, as well as
empowerment. Marlow, et al. (1997) disclose that new teachers decisions to leave
teaching may result from teachers feeling unsupported by the community, feelings of
disillusion and pressure to make things better without having a feasible way to do it.
Information will be provided that shows how teachers’ may/can become resilient
in working around stressors that could normally result in attrition. Beyond isolation and
lack of support/consideration, a further more comprehensive view of attrition reveals
other teacher motives that lead to high turnover and attrition. According to Chapman
(1982) attrition comes in many forms including those being certified and never entering
the field, those leaving within the first five years, and those who taught continuously.
Additionally, transient or intermittent teachers who often leave to raise families and
retum were also included. Chapman and Green (1986) suggests that in addition to
considering current relationships between administrators and teachers which enhance,
promote or allow job satisfaction, attention must be given to individual’s initial work
eommitment and early work experiences. According to the authors, this more
comprehensive look at attrition will assist in the understanding of a broader range of
relevant factors impacting retention. However, there is much research that focuses its
attention to the teacher and administrator relationship features that shape some of the
unfavorable conditions of teaching given the long term impact of the developing career
(Chapman & Green, 1986).
Teacher attrition patterns may be linked to career choiee decisions, lifestyle
issues, as well as work conditions. Heyns (1988) concurs with much of the literature
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
regarding teacher attrition being an issue worth further study in education. Based on this
author, teacher turnover may be higher than revealed levels have suggested. However,
the results of the study indicate that the benefits, salaries and level of satisfaction that
exist is reflected by the desire of former teachers to retum to teaching. The patterns of re
entry into the field also substantiate these findings. Findings also suggest that
late-entry teachers (entering after families), and those who worked intermittently and
those hired after 1980 were more likely to be products of fairly advantaged families.
These economically able teachers reported more satisfaction with the profession co
existing with their pattem of late entry and intermittent teaching. Implications for
reversing trends of attrition may be found in seeking ways to establish resiliency and
revitalization through paid sabbatical leaves, or other sources free from the routine
stressors of current work situations (Heyns, 1988).
Situations like the following may help to perpetuate behavior and discipline
concerns based on specific conditions within particular settings. Additional implications
may stem from iimer city schools where fairly high numbers of minority students exist
with underfunded and understaffed conditions. Further analysis of what can be done to
provide means of satisfaction within the context of these situations may be pursued with
the intent to reverse mobility and attrition in these areas (Heyns, 1988).
Chapman (1982) pointed to the initial commitment to teaehing as a strong
predictor of teacher retention when considering the first teaching experience, edueational
program adequacy and academic standing. Further analyzing of those who taught briefly
and left versus those who never taught revealed interesting findings as well. However, it
would seem that alleviating isolation and lack of support at the onset of teacher’s careers
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
might impact those teachers whose initial commitment was less than substantial to stay
rather than leave. It was speculated that those who never taught used the training period
as an opportunity to utilize time toward making decisions about other career goals. This
was foxmd to be in contrast to those who soon left teaching, changed jobs and reported
low satisfaction in their job and educational training (Chapman, 1982).
Regardless of an individual’s intent or motive, some may be more or less suited to
the rigors of education. Skill and ability level was investigated as it related to attrition in
teaching (Chapman & Hutcheson, 1982). In self-analyses, it was revealed that teachers
who left teaching rated themselves differently than those who remained, possibly
explaining some of the reasons why particular teachers stayed. Those remaining
characterized themselves as having organizational skills associated to time management,
new approaches and planning. Those who left were characterized as having evaluative
and analytical skills. Chapman and Hutcheson (1982) also point to the fact that many
who left teaching remained in the field in other capacities. Others who left education
entered into a wide variety of other occupations. For those teachers who remained
possessing organizational skills in management and planning, a setting free from isolation
and lack of support from colleagues and administrators would have benefited the teachers
who decided to stay as well as the existing teachers.
It is clear that teacher attrition may also revolve around a number of lifestyle
choices, involving intent, motive, and skill, among other issues not withstanding
isolation, the absence of supportive relationships, changing demographics, behavior and
discipline problems. Bobbitt, Faupel and Bums (1978) state that opportunities to
influence and participate in decision-making combat feelings of isolation and non-support
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CLFLTURE
clearly exist. Marlow, et al. (1997) research indicates that new teachers leave the
profession because of disillusion and pressure. Conversely, it would seem that assisting
and supporting new teachers through idea sharing and collaboration might decrease
disillusionment and relieve pressure based on lack of skill, possibly increasing longevity
in the profession.
In summary, whereas these problems have existed in education in the past and
continue to exist throughout our present day, individuals (from presidents to ordinary
men and women) may often be found seeking to find solutions. This author as part of the
doctoral dissertation process officially joins their ranks. The problems including changing
demographics, teacher isolation and lack of support, behavior and discipline problems
possibly resulting in low teacher morale, teacher absenteeism, high turnover and attrition
remain a concern for many. Much has been written about Transformational Leadership in
the author’s attempt to find a solution within this study. Teachers find themselves in the
unique position to share their perceptions of leadership styles and their schools’
organizational cultures. In addition, as part of this study, teachers will provide
perceptions about how leadership style and culture are related and how they impact them
in their roles as teachers. Information will also be provided relative to school population
size.
Purpose of the Study
Education is important to everyone from presidents to the general public. The
success of schools directly affect students, teachers, and administrators and may
indirectly affect the strength, grovvTh and future well - being of a nation. Many problems
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
exist in education today. Some are longstanding problems, other problems represent
changing concerns contributing to current conditions within schools.
Learning about the culture of schools is important toward imderstanding what
goes on in the schools. The brief exploration, at the beginning of this chapter, on the
historical and political context of education within the United States and the general
social milieu of education today, created the researcher’s desire for a more intimate
examination of the literature. The purpose of this study was to gain an understanding of
the teachers’ perspective of their administrators’ leadership style, the schools’ culture and
the relationship between certain aspects of transformational leadership with particular
aspects of organizational culture.
Transformational leadership and culture form the comerstone of the study.
Transformational leadership may very well be the answer to some of the problems and
their effects including teacher isolation, student behavior and discipline problems,
changing demographics, low teacher morale, teacher absenteeism and attrition. However,
fundamentally this study will answer questions about the relationship between
transformational leadership and organizational culture in a steady and consistent
progression from the general to more specific intricacies.
For the purpose of this study, it is necessary to define basic and recurring terms
beginning with organizational culture, and transformational leadership.
By Organizational Culture is meant the norms that inform people of what are not the
dominant values that the organization cherishes above others, the basic assumptions and
beliefs that are shared by members of the organization, the “rules” of the game that must
be observed if one is to get along and be accepted as a member, the philosophy that
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
guides the organization in dealing with its employees and its elients. These elements of
organizational culture are developed over a period of time by the people in the
organization working together. They evolve during the history of the organization and are
shared and subscribed to by those who are a part of that history (Owens, 1991).
Pulitzer prize-winning novelist James Mac Gregor Bums (1978) describes
transforming leadership as “Such leadership [transformational] occurs when one or more
persons engage with others in such a way that leaders and followers raise one another to
higher levels of motivation and morality” (p. 20).
Within the context of this study, the researcher views five eritieal components in
the transformational relationship between teachers and their leaders to include
“challenging the process” or current ways of thinking, working together to develop ideas
and “inspire a shared vision” while being coneemed for the feelings of all individuals,
and ’’encouraging the heart.” There will also be discussions on allowing or “enabling
others to act” and “modeling the way” for those who need guidance (Kouzes and Posner,
1995). Although these phrases have not been labeled as transformational, they have
qualities that closely resemble transformational leadership. In direct contrast bureaucratic
or hierarchial leadership approach is based on a well-defined rank or hierarchy of
authority, including rules to cover rights and responsibilities of employees with a system
for workplace procedures. Vertical communication is emphasized with close supervision
of those in lower ranks. Relationships were impersonal and promotions dealt with
competence in technical areas (Owens, 1991)
Organizational culture and climate are words that compliment each other. Culture
is sometimes described based on the way things are handled and how issues are resolved.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Climate is essentially the perception of the culture (Owens, 1991). In this study the
teachers’ responses to questions will be utilized to provide the data about what is
happening (climate) within the schools. Therefore, one of the instruments used in the
study will be referred to as a climate tool, but it was used to assess the school culture.
This informational study may be distinguished from others in additional ways.
Many studies involving schools and their leaders compare leaders’ self- assessments to
teacher perceptions of their leaders. This study only concemed itself with the teacher’s
perception of the leadership and the teacher’s perception of the organizational culture.
Therefore, this study is somewhat unique because it solely enlists the perceptions of the
teacher on school culture and school leadership. In addition, it is unique because
correlations were made based on individual teachers being used to represent the entire
school. Typically, the entire staff is sought to represent the school as a unit of comparison
to other schools. These unique features within one study distinguish it from others foimd
in the research of literature reviewed.
The practical outcome was the dissertation itself, which provided insight to
leaders about leadership style behaviors in relation to organizational culture. Also the
study provided resulting information based on intervening variables of student population
size. In a siraimary statement of an extensive review of research on school climate,
Anderson (1982) noted a need for more research that was conceptually based instead of
adding to a list of variables to discern or reaffirm a relationship. This study although not
purely conceptually based, added to the existing body of knowledge that result from
empirical findings about these relationships.
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
In conclusion, the framework for this study including research questions and
conceptual and operational hypotheses will follow with chapter summaries that provide
an overview of the entire dissertation.
Research Questions
1) What are teachers’ perceptions of their principals’ leadership (descriptive for the
composite as well as the subscales)? Are there any differences among elementary
teachers who work in schools of different sizes (F-test for three levels for the composite
as well as the subscales)?
2) What are teacher’s perceptions of their schools’ culture (descriptive for the composite
as well as the subscales)? Are there any differences among the elementary teachers who
work in schools of different sizes (F-test for three levels for the composite as well as the
subscales)?
3) Are there any relationships between principals’ leadership and schools’ culture
(canonical correlation)?
Conceptual Hvpotheses
1) There is a relationship between the implementation of the Transformational
Leadership Style and the Organizational Culture of a school reflected through the
teachers’ perception. Differences will be present based on school size.
2) There is a relationship between aspects of Transformational Leadership including
Challenging the Process, Inspiring a Shared Vision, Encouraging the Heart, Enabling
Others to Act, and Modeling the Way with aspects of Organizational Culture including
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Satisfaction, Recognition and Power, Accomplishment and Commitment, as well as
AfSiiation and Strength of Climate. Differences will be present based on school size.
Operationalized Hvpotheses
1) There is a positive relationship between Transformational Leadership and
Organizational Culture such that characteristics of Transformational Leadership will be
reflected in aspects of the Organizational Culture.
2) Teacher’s perceptions will reflect a positive relationship between Transformational
Leadership and Organizational Culture such that ^pects of Organizational Culture will
be perceived as present and co-existing with characteristics Transformational Leadership.
Null Hvpothesis
There is no relationship between Transformational Leadership and Organizational
Culture such that characteristics of Transformational Leadership will be reflected in
aspects of Organizational Culture. There will be no relationship present based on school
size.
Overview of the Dissertation
The following descriptions summarize the contents of chapter one and provide a
brief description of what will be covered in the remaining chapters of the project.
Chapter I - Introduction will acquaint the reader with the problem and background
information that support it, the purpose and specific questions to be addressed.
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Chapter II - Literature review will provide pertinent background information surrounding
the topic of transformational leadership, organizational culture and related information.
Chapter 111 - Methodology will outline the method used to obtain data and the procedure
used to disseminate and retrieve information along with schedules and approvals.
Chapter IV - Data Analysis will clearly restate the hypothesis and questions to be
answered, identify the test statistic for each and the step by step process of its use.
Chapter V - Findings/ Implications will be based on the results of the test statistic
including a discussion of the results and the implications for future studies.
Visual Conceptual Overview
Below two visual representations are graphically presented to illustrate the major
concepts within the study (Figures 1 and 2). The first graphic shows the primary
relationship being studied in this dissertation with school size as an intervening variable
to be considered (Figure 1). The main variables of leadership and culture are shown in
large bold lettering to denote the broadness of each main category or variable. The large
arrows between the two main variables demonstrate the relationship between the two.
The small letters on the side of the main variables represent the intervening variable of
school size to be considered in this study. Each of the three questions form the framework
for the study and are clearly indicated on the visual. The first question begins with a
focus on the broad/composite of leadership and progresses to a more specific or fmite
subscale focus. Specific differences being sought to answer the questions are also
identified. Question number two is structured in a similar manner as it examines the
second variable of culture. The final question addresses any differences or similarities
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
between all of the subseales from eaeh of the main variables of leadership and culture.
Each of the three questions lists the appropriate test statistic that will be used to identify
its value.
The second visual conceptualization of the study is presented in a graphic
format (Figure 2). Its language is more precise than the first visual by identifying the
specific type of leadership as transformational and identifying the specific type of culture
as organizational. It also delineates each of the five subscales within the leadership
variable, followed by a list of the seven culture subseales directly across from eaeh other.
The larger overarching concepts at the upper portion of the graphic are appropriately
represented with larger lettering. The concept is presented from the general concept and
progress to the more specific. The visual also identifies the anchor of the study residing in
the state of Michigan. The intervening variable of school size is listed in the oval at the
bottom of the visual.
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TRANSFORM ATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
SCHOOLSIZE
A)
1/
\
QUESTION # 1
W hat Is teach e r 's perception o f their principals' leadership (descriptive for th e com posite a s well a s th e subscales)? Are th e re any differences am ong th e elem en tary teach e rs w ho work in schools of d ifferen t sizes (F- te s t for th ree levels for th e com posite a s well a s th e subscale)?
A ' -
/
QUESTION # 3
Are th ere any relationships betw een principals' leadership and schools' culture (canonical correlation)?
SCHOOL ' SIZE
QUESTION # 2
W hat is teach er 's perception o f their school's culture (descriptive for th e com posite a s well a s th e subscales)? Are th e re any differences am ong th e elem entary teac h ers w ho work in schools of d ifferent sizes (F- te s t for th ree levels for th e com posite a s well a s th e subscale)?
Figure 1. Visual Overview Conceptualization
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TRANSFORM ATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
wdATioNAL mmm
Inspiring Shared Vision Enabling Others to Act
Modeling the Way Encouraging the M
Satisfaction \ CommKment
Strmgth of Climate AccompVshment
Reco^iition Power
Affiliation
state of Michigan Southeast Quadrant Michigan
School Size
Figure 2. Major Variables and Their Subscales
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
CHAPTER II
REVIEW OF LITERATURE
Overview
The literature review will be divided into five areas. The first part of the review
will share studies that discuss various qualities of principals as leaders. This discussion
may include defining qualities of being a principal. Studies that show the relationship
between leadership style and organizational culture will be covered in the second part of
the review. Here, leadership style and its impact on organizational culture in schools will
be discussed. Information is provided about the relationship between transformational
leadership and organizational culture in the part three of the literature review.
Additionally, as a subset, the relationship between specific qualities of transformational
leadership and its impact on organizational culture in schools will be discussed. The
fourth and fifth part of the review will briefly discuss the relationship between the size of
an organization and perceptions of the leadership followed by a discussion on the
relationship between size of the organization and organizational culture.
Qualities of Principals as LeadersGoal Strategist
Many qualities were found in the literature concerning principals in various roles.
Attaining goals was one of the qualities that appeared numerous times in the literature.
According to some of these sources, establishing goals is important in the role of
principal leadership (Goldring & Patemaek, 1994; Kochan & Spencer, 1999; George
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CLHLTURE
2001; Bradshaw, 2000). Numerous ways of ensuring that goals were attained was
explored in the literature. One of the primary findings was centered on being a goal
strategist. This involved using a number of strategies to ensure that goals were achieved.
Managing time to ensure that efforts could be focused on goals was important (Kochan
«& Spencer, 1999; George, 2001). Therefore, with the understanding that the attainment of
goals are an important quality of leadership and the realization that skills other than goal
attainment skills must be in operation to allow these goals to flourish.
A goal oriented leader needs to provide clear goals. The leader must also be a
facilitator to ensure the clarity of goals (Kochan & Spencer, 1999; Goldring &
Pasternack, 1994). When ample time is given to focus on goals, it is as important that the
goals be clearly stated and understood. If this does not occur time is not being managed
effectively. If the leader effectively functions in the role as a goal clarifier, time will not
be wasted because of lack of understanding about what is meant by the stated goals.
Goldring & Pasternack (1994) described an important strategy of principals as a framer
of goals, which brings about clarity related to goals for improvement.
According to the literature, goal oriented principal leaders align strategies toward
goal implementation (Smith, 1994: George, 2001; Goldring & Pasternack, 1994).
Aligning more than one strategy to ensure the attainment of the goal oriented principal
was implemented through the use of data gathering (Smith, 1994; George, 2001;
Goldring & Pasternack, 1994). Utilizing data to focus on goals allowed the principal as a
leader to align a narrowly focused implementation of goals based on the data. It allowed
the leader to be more strategic and precise. It further aided clarity because of its
specificity based on the data. According to Goldring and Pasternack (1994) consistency
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
in the use of specific or targeted goals could be aided by the use of data as a means to get
to effectiveness.
Some of the literature focused on the goal oriented principal leaders’ ability to
redefine or relinquish parts of the traditional role of leadership (Bradshaw, 2000).
Bradshaw (2000), George (2001), Goldring and Pasternack (1994), Kirby and Colbert
(1994), and Kochan and Spencer (1999) all reveal that in the quest to be a goal-focused
leader alternative roles may be utilized. The principal may function as coordinator or
guider, and be one who champions teamwork while having the ability to change roles and
redefine leadership. The principal may also function as a developer for teacher/staff
growth. Additionally, studies found that principal-leader goals could be reached through
roles as an empowerer which offered others greater opportunity for decision-making
(Kirby & Colbert, 1994).
Multi-Dimensional and Multi-Strategic Qualities
Another quality of principal leadership found throughout the literature was the
ability to be multi-dimensional and multi-strategic. Much of the literature speaks to the
complexity involved in the role of principal (Bradshaw, 2000; Sebring & Bryk, 2000;
Barker, 2001; Cascadden, 1998). Many principal-leaders have to serve in more than one
role at the same time. Principals often contend with the idea of being a manager, or a
leader (Cascadden, 1998). Issues surrounding whether to be more concemed with the job
that must be accomplished or the person/teacher who is performing the job are often a
V concem that makes principals acutely aware of the multiple dimensions and roles through
which they must function (Sebring & Bryk, 2000).
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Leadership that is inclusive takes on the dimension of consideration of other
persons (Sebring & Bryk, 2000). The dimension of consideration emphasizes
relationships. Within those relationships the prineipal-leadership is focused on building
trust among those in the relationship and building a spirit of cooperation (Sebring &
Bryk, 2000). This dimension may bring about the need for different or additional
strategies that were not previously needed. Strategies that include engaging, supporting,
promoting, strengthening, selecting, building, defining and redefining are all possibilities
for use in building relationships (George, 2001). While some of the strategies may not be
new to leaders some might be new based on changing roles that call for the multi
dimensional approaches. Bradshaw (2000) describes the leaders’ ability to redefine his or
her leadership and consider others’ point of view as no longer an act of charity, but a
factor in the development of true partnerships.
A multi-dimensional principal-leader takes into consideration various points of
view fi'om different factions/groups. Sometimes these groups involve students and
various other school personnel (George, 2001). Prineipal-leaders struggle with whether or
not to focus on the collective vision or their own personal vision (Bradshaw, 2000).
When the multi-dimensional leader gives consideration to others and their point of view,
the leader may use many different strategies to achieve the same purpose. Goldring and
Pasternack (1994) discuss how numerous strategies can be used to eommunicate goals to
everyone in the organization.
Barker (2001) describe qualities of leadership as the ability to use a full range of
styles and strategies. According to Barker (2001) this approach is relevant because it
aligns itself to many people at the same time and is linked to effectiveness. Cascadden
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
(1998) describe numerous qualities of principal leadership including manager, leader, and
visionary qualities. In this way, the multistrategic and multi-dimensional leader could be
said to be both versatile and well-balanced in their approach. Leaders who demonstrate
qualities of consideration to others as a part of their leadership might also be democratic.
Cascadden (1998) also describes the need for democratic leader qualities that eonsider the
affect of the leadership on others.
Caring Leadership Qualities
Kirby and Colbert (1994) describe this quality of leadership as one that concerns
itself with an emphasis on human relations. There is a foeus on working for the common
good. The human relations emphasis and caring qualities are embraced as the foundation
or the conditions for success. The human relations aspect and the aspiration for success
are intertwined in a manner that allows them to peacefully coexist. In the pursuit of
working to achieve success the principal leader is considerate of those who are working
toward the achievement of a goal. Sebring and Bryk (2000) describe the leader as one
who has qualities that are concemed with the well-being of others. There is a dual focus
that includes success and working peaceably.
The caring quality also is shown in the leader’s use of resources, tools and
provisions to get the job done (Sebring & Bryk, 2000). The leader quality of caring allow
leaders’ behaviors that reflect the value of considering others in a tangible way. In this
study the challenge involved improving test scores. There is a linkage between what is
valued and an associated behavior. The concem for the well-being of others can be seen
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
and felt. Sebring and Bryk (2000) also describe this leader as one who builds trust and a
spirit of cooperation.
The caring quality must be seen as non-manipulative. Kirby and Colbert (1994)
describe authentic and genuine qualities that focus on others as able to influence the
climate of the school. According to Sebring and Bryk (2000) the impact of the principals
caring qualities allow others in the environment to take risks and to take on other
challenges. Within the context of events in the school it is easy to speculate about
potential impact. This study focused on the challenge involved in improving test scores.
In a comparative study between school and business leaders there was agreement
on four of the top five ideal attributes for leaders (Sebring & Bryk, 2000). Although the
commonality on four of five attributes was surprising, more surprisingly was the attribute
of caring which distinguished the settings. The difference was found based on the
attribute of caring desired in the school setting as contrasted with the attribute of
intelligence among business leaders.
The Relationship Between Leadership Style and Organizational Culture
After examining the literature, the researcher found three different leadership
styles. Each one appeared to have a different impact on the culture. The first leadership
style was one that allowed the opportunity for exploration of ideas among teachers within
the culture and was built on trust. The leadership was not restrictive, judgmental or
punitive toward teachers. The second leadership style utilized a directive form of
leadership, a programmed approach with restrictions within the culture in contrast to the
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
first. The third style of leadership was responsive and interpersonal, it promoted
understanding and satisfaction among people within the culture.
Leadership Built on Trust with Freedom to Explore Ideas without Reprisals
The first leader’s style was one where principals were supportive and trusting
toward teachers. Leaders were supportive in their relationships with teachers, yet they
also encouraged rather than restricted relationships among teachers. They trusted teachers
to share new ideas. These leaders promoted collegiality among staff. They realized a
need to not only provide support in their relationship with teachers, but the need to
facilitate a network of supportive relationships within the culture. Tarter and others
(1995) described the need for principals to be supportive of collegial relationships. A
supportive principal to individual teachers alone without the support of other coworkers
could not produce a culture in which trust existed between colleagues. Tarter, et al.
(1995) described the culture as being comprised of relationships between teachers as well
as between principals and leaders. Johnson and Kardos (2002) described a leadership
that encoiuaged teamwork rather than separation between colleagues existed within the
culture of some schools.
When teamwork is encouraged, colleagues’ ideas may result based on the
association and the work produced by the team. Tarter, et al. (1995) describe the benefit
derived from the collegial /teamwork approach that produces a larger impact on the total
culture. Hoy and others (1992) describes an environment that allows teachers to try new
ideas and make mistakes without feeling at-risk. The environment/culture is one of
openness and professionalism with the teacher’s perception of trust among each other and
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
being effective in what they are doing. Tarter, et al. (1995) further identify the eollegial
approach allowed by the principal within the culture as impacting effectiveness.
The importance of teachers being part of a culture where trust allows attempts at
potentially effective new ideas is reflected in a study linked to a culture of
accomplishment. The emphasis on accomplishment produces an additional impact on the
culture. This study of leadership and school culture found that a leadership that takes a
moderate amount of risks, and encourages teachers to be risk takers while emphasizing
accomplishment and learning was a strong predictor of teacher commitment
(VanderStoep, et al., 1994). This model was tested with teachers of 1** through 6* grade
teachers in Arizona and 3* through 5* grade teachers in Florida.
The opportunity to explore ideas toward school improvement and a sense of
accomplishment was foimd to be present within the culture based on a study of school
improvement and leadership roles. There was a commitment to clarify expectations to
guarantee necessary conditions to gain success (Ainseow & Southworth, 1996). In this
project where teacher leaders were working with consultants to ensme success, there was
agreement about what they wanted to accomplish. However, they did it in different ways.
There was autonomy and freedom within the culture. This freedom to explore various
ways to accomplish school improvement was an example of culture that was not
restrictive, judgmental or punitive toward teachers.
Littledyke (1997) described an organization with a leadership/ management style
that allowed teachers the freedom to exercise some autonomy within their work.
Autonomy resulted in teachers feeling valued. It also produced the freedom and
flexibility to meet the needs of their students in yet another way. This flexibility also led
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
to innovation in approaches to meet students’ needs. Hoy, et al. (1992) and Tarter, et al.
(1995) further described environments that allow teachers to try new things and
potentially make mistakes without feeling at-risk. According to Hoy, et al. (1992) these
environments were also ones where communication was open with a free exchange of
ideas based on an aura of professionalism. These aspects of the culture were also linked
to teachers’ feelings of effectiveness and trust toward the leadership.
Hoy, et al. (1992) describes a culture where the leader’s style is supportive of
teachers in an indirect manner allowing educational goals and objectives to be met. This
type of leadership that is indirect, allowing teachers a feeling of freedom, develops a
culture of trust. The feelings of trust are linked to school effectiveness. Johnson and
Kardos (2002) describe cultures where principals are involved in the professional
development of their teachers, along with the existence of teacher leaders within the
culture. Kirby and Colbert (1994) discuss leaders who promote freedom through
empowerment. These staffs are allowed to reach their goals through empowerment. They
have greater status, opportunities to improve their knowledge skill and greater access to
decision making. Tarter, et al. (1995) describe a style of leadership that operates with an
understanding that the culture is comprised of relationships between teachers, as well as
between the teacher and the principal-leader.
Tarter, et al. (1995) described the need for a collegial leadership style if a larger
impact is to be felt on the total culture. This type of leadership appears to encourage
teamwork and value the opinions of many instead of solely the relationship between
principal and teacher. Johnson and Kardos (2002) describe principals who highlight the
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
benefit of diversity rather than what separates people. The principals in these cultures
find ways to work together for the total good of the environmental culture.
In summary, it would appear that a culture that is not restrictive or punitive and is
not judgemental of others’ ideas may influence the creation of norms that allow those
who comprise the culture to focus on the open exploration of ideas. Owens (1991)
describes a similar culture in which individuals are able to participate in decision-making.
Participants have an emotional and mental involvement in this participative or collegial
environment and take ownership for decisions. According to Kouzes and Posner (1993)
open communication is a necessary prelude to the development of trust.
Programmed Approach to Leadership vyith Restrictions
The second leadership approach utilized a programmed technique with more
restrictions for teachers. Littledyke (1997) described a directed style of management with
an accordingly highly-prescribed curriculum to teaching. These programmed and directed
management styles of leadership inhibit flexible approaches to leadership within the
culture. Owens (1991) describes the bureaucratic theory as hierarchial control with close
supervision of individuals in the lower ranks. The bureaucratic approach includes vertical
commimication with clear written rules for others to follow.
Leithwood, et al. (1990) described cultures where hierarchial approaches exist as
one that dllow resjtOnses to hierarchial crisis and does not allow for proactive decision
making. Leithwood, et al. (1990) emphasize a need to have more research to understand
the impact of leadership styles on culture.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
The restricted and programmed approaches to leadership style closely resemble
heirarchial approach. Webb and Villiamy (1996) describe a heirarchial style of
management as one that creates a separation between leaders and their staffs. The impact
on culture varied greatly based on contextual factors that existed. However, their findings
suggest the need for a full range of styles. Leaders in these environments are fhistrated
and ambivalent because inspection fi’om upper management sometimes favors top-down
management.
Restrictive climates are sometimes maintained through the principal’s use of
symbols. Teachers screen and assess principals’ views as articulated through the
symbolic actions of the principals. Whether in public or parochial school environments,
the principals’ values are reinforced in numerous ways (Kelly & Bredeson, 1991). The
integration of the leader’s actions, thoughts and words influence others and spread
meaning throughout the culture. Leaders use rituals to remind those in the culture about
what to do. The leader’s pattemed use of words and symbols enforce certain behaviors
and circumvent efforts of subcultures.
Fullan (1992) describe a leadership style that is too narrowly focused as one to be
careful of. It is sometimes over-dependence on the personality of the leader. It may also
focus on a single solution as an answer to problems. Charismatic leadership is a style of
leadership that could restrict alternatives. This over-dependence could restrict other
choices, strategies or styles that might pose viable options to be implemented in the
organizational culture. Bass (1985) describes followers as having tremendous trust and
possibly idolizing and worshipping the leader in a charismatic leadership situation.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Charismatic leaders themselves are confident in themselves and view themselves as
having a destiny that is supematural.
Responsive Leadership that Is Interpersonal and Enhances Understanding and Satisfaction
The third leadership style was one that promoted understanding among people in
the organizational culture. This leadership style focuses on being responsive to diverse
groups of people. Leaders that select symbols that clearly represent practices
help others to understand deeper subjective meanings that lie beneath the surface
(Vaughn, 1995). Johnson and Kardos (2002) described principals that understand the
strength of diversity, understand what each group has to offer and utilizes each group’s
strength for the common good. Additionally, the leaders that promote understanding
encourage a culture where all work together and provide professional development for
all. Johnson and Kardos (2002) described principals who integrated novice and veteran
eultures within the same setting. Both groups of teachers had something to offer.
Integrative principals capitalized on what the groups offered to benefit the eulture of the
organization for the common good.
There are many ways for leaders to be responsive to teaehers within the culture.
Kelley (1999) noted the motivational impact on teachers receiving performance awards.
Information from the qualitative study based in North Carolina, Maryland, Colorado and
Kentucky indicate that teachers are motivated after receiving rewards. An inerease in the
focus of teacher effort and an increase in the teachers’ feeling of intrinsic reward were
noted as well. Another study that focused on the power of work related praise, revealed
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
teachers’ feelings of satisfaction, confidence, pride and belonging. These principals were
viewed as individuals who used praise as an effective tool in their roles as principals
(Blase & Kirby, 1992).
Interpersonal relationships focus on the relationship between individuals by
definition. However, a study where rural school-teachers were publicly rewarded, found
that in addition to teachers feeling gratified and motivated, increased teacher effort and
perceptions of their principals as effective resulted because of their use of praise (Norris,
1998).
Leader responsiveness in other settings was also linked to feelings of teacher
satisfaction within the culture. Studies not involving teachers but within the educational
setting reflect very interesting findings as well. Young’s (1982) study of custodians
within an educational setting discovered more about feelings related to leadership and
satisfaction. More than the actual work itself, the custodians perceptions of dissatisfaction
were connected to their boss’s level of consideration for them as individuals. Individual’s
feelings regarding their humanity and perceptions of the leadership are factors to be
considered when thinking about satisfaction.
Individual’s perceptions of their work situations are similar to a barometer that
indicates/measures an individual’s level of satisfaction. Primary relationships within the
work setting would appear to have an impact on the individual’s perception of their work
situation also. The level of the leader’s responsiveness may also influence the
individual’s perception of satisfaction. Leaders who were considered to have
transforming qualities focused more attention on subordinates/teachers as individuals
(Waldman, et al., 1987).
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In a study to determine the relationship between leadership and performance
outcomes, those leaders with transforming qualities were found to focus more attention
on subordinates as individuals (Waldman, et al., 1987). Performance ratings and
transforming qualities of individualized consideration were found to have significant
correlations (Waldman, et al., 1987). Subordinates’ perceptions are influenced in part by
the leader’s focus on the concern of individuals. Of all the correlations in the study, those
between employee satisfaction with current performance and leadership practices were
found to be the strongest. In summary, there is a mental association between
transforming leadership involving responsiveness and concern for individuals to the
individual’s satisfaction as reflected on the appraised outcomes.
Employee perceptions seemingly have a correlation to particular leadership
qualities. Individual consideration as a leadership quality was found to be the best
predictor of employee ratings (Waldman, et al., 1987). In summary, employees’
perceptions of the leadership correlated to their own successful appraisal rating. When
leaders show consideration to individuals, their employees reflected feelings of
satisfaction about themselves. Leader responsiveness in the area of individualized
consideration correlated with multiple areas of satisfaction.
In a study investigating principal’s leader roles, strong leadership and the school’s
organizational culture was foimd to be associated with more satisfaction on the job
among other findings (Cheng, 1994). The principal’s leadership was positively related to
intrinsic and extrinsic satisfaction, and job meaning (Cheng, 1994). The study also found
that the stronger the leadership was perceived to be, the more effective the school
organization was perceived also. The schools organizational effectiveness as part of the
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
principal’s initiating structure was also positively aligned to the functioning of the
organization and the principal’s leadership culture.
In another study concerning a small school culture and student achievement, it
was found that teachers felt a greater sense of satisfaction as well as a cormectedness to
staff and students. The small school culture was comprised of less than 400 students. It
was also found to have expectations that were deeply embedded in positive memories of
events. By contrast, the culture of larger schools was more unforgiving, was focused on
differences between groups, and had less nostalgic memories (Wasley & Lear, 2001).
Transformational Leadership and Organizational Culture
Transformational Leadership and Organizational Culture will be discussed
centered around three concepts found in the literature. The coneepts are: Descriptions
and Implications Resulting from their Combination, Meeting the Needs of Others within
the Culture, The Strength of Transformational Leadership within the Organizational
Culture, Renewed Commitment through Transformational Reassessment in the Culture,
and Receptivity to Transformational Change in the Organizational Culture.
Descriptions of Each and Implications Resulting from Their Combination
Leadership and organizational culture co-exist within the organization. The use of
the transformational leadership style may influence the eulture through the addition of
new norms or the reshaping of existing cultural norms. Major implications from Dinham,
Caimey, Craifgie, and Wilson (1995) in their research of three secondary schools speak
to the complexity of separating leadership style and organizational climate. They found
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTTJRE
the task to be difficult. Owens (1991) describes culture as the dominant values that
inform members of acceptable and unacceptable behavior. It reflects basic values that are
highly respected and conformed to by the membership. The organization’s philosophy
helps to distinguish it from other cultures as well as provides a frame for guiding the
organization in dealing with its employees. The culture develops over time with its
resulting stories, norms and symbols. Schein (1992) describes the development of culture
as a process whereby members adopt a set of solutions to problems that have consistently
proven effective. Eventually basic assumptions about methods of handling problems,
relationships and activities become part of a subconscious process.
The root word in transformational is transform. To be transformed is to be
changed. Transformational leadership implies change or transformation in leadership.
Therefore, the relationship between transformational leadership and the organization are
connected in the change process. Bums (1978) described transformational leadership as
fostering a more long-lasting change because of its focus on end values. Techniques for
change involving decision-making will reflect the transformational leadership style
within the cxiltureJ Kirby, Paradise, and King (1992) found transformational leaders to be
analytical yet decisive, calculating for higher probabilities of success. They also
displayed analytical adeptness in their consideration of issues and in the team
membership selection process. In the study involving fifty-eight graduate students
covering fifteen school districts, they found such characteristics as being committed,
caring, supportive, and personal in their relationships. Kirby, et al. (1992) also described
leadership participation in collaborative strategies in goal setting and powerful language
skills reflecting precise mental pictures.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Flexibility was the overarching leader characteristic found in this study. The
flexible approach was revealed in opportunities for individual group members to assume
leader roles as they became capable. This flexibility characteristic impacted the culture
by providing opportunities to be transformed. Kirby and Paradise (1992), Bums (1978),
and Kouzes and Posner (1995) note the flexibility factor in suggesting that
transformational leaders ultimately become moral because it raises the level of human
conduct and ethical aspirations transforming both the leader and the follower. Similarly,
Bennis and Nanus (1985) describe transformational leaders as those interested in making
heroes rather than becoming heroes. Here, the flexibility factor in transformational
leadership allows for acknowledgement and empowerment to come to whoever it is
entitled.
The transformational culture, unlike a hierarchial or transactional culture, does not
focus on a top-down leader management approach. Sergiovanni (1980) described culture
in a transformed leadership context as a body of like-minded people bonded together
through their common conunitment. Gardner (1990) described leadership as a process
involving persuasion of followers. In transformational leadership, the leader’s ability to
gain commitment from followers is essential because of its non-coercive nature.
Therefore, it is important for leaders to possess skills in persuasion.
Transformational leadership culture in the literature was described as one where
there was bonding among members and between leaders and followers (Silins, 1994;
Bass, 1985; Bums, 1978; Sergiovanni, 1991; Tichy 8c Devaima, 1986). The leaders’
recognized the importance of meeting the moral, emotional and intellectual needs of the
followers. In a study where the stated goal was that of school improvement,
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
awareness about the importance of meeting the needs of people caused the organization
to also proclaim these areas as a necessity (Silins, 1994).
Meeting the Needs of Individuals within the Culture
As a result of focusing on the personal needs of people in the areas of their
emotion, intellect and morality, it created a bond between the leader and the followers.
The resulting bond that occurs as part of the transformational leadership process provides
a passageway to achieve school leadership goals. (Silins, 1994) in a study on school
improvement describe bonding that occurred which allowed for the school’s goals to be
more easily achieved. The leader’s consideration for the follower provided an opportunity
for program development and school improvement. The leader also utilized rewards for
positive performance as a means to show individualized consideration. The bonding
process created a type of responsiveness within the eulture between the teacher and the
principal that allowed for a more successfiil promotion of change.
The leaders’ qualities foimd in transformational leadership reflect consideration
for the needs and personal well-being of teachers. They enabled future needs to be met
while enhancing the moral development of all and ensuring school improvement. In a
study concerning school improvement, individualized consideration was shown to be the
most important eharacteristic influencing teacher programs and instruction within the
school culture (Silins, 1994). The individualized consideration relationship that is a part
of the transformational leadership style and is implemented by the leader is a process.
The process involves an on-going commitment to the leader’s and the follower’s
relationship along with a similar commitment to a transformed and improved school.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Transformational leadership involves the proeess of collaborative exchange of
ideas and eollaborative change in attempts to achieve improvements within schools
(Bass, 1985; Bums, 1978). This proeess meets emotional and intellectual needs of
teachers through individualized consideration (Silins, 1994). The eollaborative process
could provide an opportunity for bonding between leaders and teachers. Transformational
strategies used in an effort to make school improvements are part of the organization’s
culture where the strategies are being implemented. There is a positive response from
teachers and a more innovative environmental culture present. These leaders demonstrate
qualities of collaborative change and bonding between the teacher and principal (Bass,
1985; Bums, 1978; Sergiovanni, 1991; Tichy & Devanna, 1986).
The leaders’ need to feel tmsted by teachers who comprise the culture reveal the
value placed on a tmsting and needs being fulfilled within relationships within the
culture. According to Little (1982) and Brown (1993) communication can be used by
leaders to leam about others in their environment. Learning about individuals through
communication provides an opportunity to convey feelings, ideas, and individual needs.
What is leamed may provide the foundation for a holistic approach sometimes used by
transformational leaders. Here holistic refers to achieving goals while attempting to meet
the needs of individuals. Teachers’ responses to assist in the school improvement process
were substantial within the cultures where leaders interacted with teachers in a holistic
manner (Little, 1982; Brown, 1993).
Studies on transformational leadership that included bonding and collaboration
show that they impact the whole organization. The result is a positive response from
teachers and a cultural environment of innovation (Bass, 1985; Bums, 1978; Sergiovanni,
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TRANSFORMATIONAL LEADERSHIP AN D ORGANIZATIONAL CULTURE
1991; Tichy & Devanna, 1986). In summary, those qualities of transformational
leadership that allow principals to invest in the needs and development of teachers impact
the whole organization as revealed by positive responses and an innovative cultural
environment.
In contrast, transactional leadership was shown to provide teachers with
opportunities to preserve and maintain the status quo. They focused on contingent reward
and management by exception. Therefore, although some teacher’ programs and student
outcomes were influenced by transactional leaders, transformational leaders were able to
effect significant change and attain success through the use of personal qualities along
with techniques including individualized consideration, stimulation of the intellect, and
rewards and inspiration not utilized by transactional leaders (Silins, 1994). This
researcher agrees with Silins’ (1994) call for additional studies to provide more coherent
results through the use of canonical correlations or other statistical analysis techniques
with regard to consideration qualities, success and change.
One of the primary focus points for Campo’s (1991) study on school cultures and
principals was transformational leadership. Here the role of the transformational leader
as an influence toward the development and use of collaborative techniques and strategies
was discussed. Collaboration was seen as an important vehicle of transformational
leadership within the organizational culture. Rosenholtz (1989b) repeatedly supported
the use of collaboration through the creation of structural changes. Here structural
changes include the basic set-up of procedures and organization within the setting.
Duttweiller (1986) clearly extols the necessity for a leader’s ability to have followers’
commitment to goals of the organization. Van Den Berg and Sleegers (1996)
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
note a close fit between leadership and resulting school cultures based on the inclusion of
qualities or recurring patterns of collaboration, collective vision, participation and
individual grovvTh. These qualities closely reflect some of those commonly associated
with transformational leadership characteristics. They also comprised elements that
defined the operation of the culture within the study. Gaining followers’ commitment to
goals, having collective visions and providing for individual growth all reflect a focus
toward meeting the needs of individuals within the culture.
In multiple research studies (Sergiovanni, 1980; Dufour, 1986); Duttweiler, 1986;
Rosenholtz, 1989a, b), it seems that particular strategies of transformational leadership,
including opportunities for sharing in collaborative decision-making, allow for greater
satisfaction within the environment/culture. Collaborative schools also play a part in
reducing stress and isolation among its members and may potentially provide a long-
lasting effect on the culture. Leithwood, Lawrence and Sharratt (1998) reflect aspects of
transformational leadership and conditions in a learning environment clearly based on the
teacher’s perception of being valued and the satisfaction that came from the humane
treatment including respect and professionalism for the individuals.
Communication provides opportunities for meeting individual’s needs through
exposure to new ideas as part of a collaborative team. It also provides opportunities to
voice dissenting opinions when necessary. Communication can facilitate learning,
provide encouragement to staff and potentially provide inspiration. Leithwood, et al.
(1998), in a synthesis of three research studies, revealed that the transformational
leadership of a principal was an important condition to encourage and foster a learning
organization. A five-year study for Educational Research and Development noted that
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
transformational leadership could impact members of the staff through subtle ways of
communication. Data gathering, listening and observing were highlighted as some
among many methods of communication (Guzman, 1997). McEvoy (1987) reflected on a
communication system that allowed staff to disagree with existing practices and policies
and recommend changes. As a result of principals engaging in short, non-threatening,
fragmented forms of communication, teachers became encouraged and inspired rather
than threatened and discouraged.
The Strength nof Transformational Leadership in the Organizational Culture
The principal’s transformational leadership presents a strong influence on what
goes on within the school’s organizational culture. Madsen and Hipp (1999) reveal from
their study that in parochial and public school settings principals are key people in the
transfonping of schools. Transformational leaders attempt to influence, but they also
acknowledge the skills and the expertise of teachers. These transformational cultures
have leaders who encourage team spirit and leaders who feel the need to be trusted by the
teachers who comprise that culture. Leithwood, et al. (1998) in a synthesis of three
research studies revealed that the transformational leadership of a principal was an
important condition to encourage and foster a learning organization.
A study based on the possible effects of transformational leadership on
organizational conditions and student engagement showed strong, direct and significant
effects between transformational leadership and organizational conditions (Leithwood &
Jantzi, 1999). Organizational conditions were based on the school’s understanding about
the purpose and direction of the school. Other conditions involved the extent to which
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
beliefs were held within the organizational culture, how eompelling their beliefs were and
whether Jthey were aligned to their personal beliefs and the collective efforts of the
members of the whole culture.
The importance of strong leadership was felt in a study that dealt with leadership
in decentralized settings (Madsen, 1997). Transformational leadership was found to be
critical iit attracting and retaining teachers within the organizational culture. In a site-
based management setting, the responsive nature of transformational leadership was a
strong influence within the culture. The responsiveness of transformational leadership
was fundamentally responsible for the establishment of the leadership at the site-based
setting (Madsen, 1997). The successful responsive leadership behaviors were integrated
into the overall organizational culture within the site-based area in which it occurred.
Transforrnational leadership that maintains as well as attracts teachers may be important
to the consistent strength of the organizational eulture.
The strength of transformational leaderships’ focus on sharing between
individuals can be observed in the organizational eulture of which it is a part. It provides
a foundation for planning, agreement and cooperation. The intensity of feeling or the
compelling nature of a task is a factor based on shared values and beliefs (Leithwood &
Jantzi, 1999). The extent to which beliefs are agreed upon or shared may also be linked to
the degree to which individuals will support the agreed upon task. The contribution that
transformational leadership makes on the eulture depends on the nature and the actual
content of the assumptions, beliefs, and values (Leithwood & Jantzi, 1999). Therefore,
the resulting eulture appears to be a result of the type of leadership and the norms that
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
comprise the organizational eulture. Conversely, the norms within the culture would
seemingly reject the leadership focus.
Another study mirrored a similar finding regarding the strength of leadership,
however it appeared to be achieved through a strong enforcement by the leader, rather
than reliance on other aspects of transformational leadership. Mitchell and Tucker (1992)
found that the transformational leader is believed to largely orchestrate the general
direction of educational goals through a process of redefining and restructuring. The
research also found that organizational outcomes and transformational leadership was
related to the leaders’ role and goal accomplishments. This study does not emphasize the
strength of sharing that is normally refleeted in the transformational leadership culture.
According to Bums (1978) transformational leadership is more powerful than
transactional leadership. Here, he directly addresses the strength of a transformed
leadership in comparison to other forms of leadership. Silins (1994) concurs with this
point in his assessment of the relationship between reaching outcomes and
transformational leadership as a more dynamie process than transactional leadership.
According to a well-known authority, there is a coimection between leadership and
resulting norms within the culture. Bums (1978) states that, “ Leadership over human-
beings is exercised when persons with certain motives and purposes mobilize, in
competition or conflict with others, institutional, political, psychological, and other
resources so as to arouse, engage, and satisfy the motives of the followers” (p. 18).
Additionally, the emphasis on strength based on satisfying others as well as encouraging
debate is addressed.
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Renewed Commitment through Reassessment
Ii> a study on transformational leadership that focused on an opportunity through
restructuring, to clarify goals both implicitly and explicitly, it was found that
transfonpational leadership had a strong effect on the direction and purpose of the school
(Thomas & Fitzhugh-Walker, 1988). Through processes of goal clarification, members
were abfy to be responsive to changing goals, conditions and circumstances in the school
improvement process. The change that occurred with the school improvement process
brought about the need for renewed commitment. Madsen and Hipp (1999) found in their
study about the impact of leadership style in a transformed culture to include
transformational strategies of teacher involvement empowerment, and trust. The re
assessment of mission and vision, allowed for a redefining of both. The resulting
accomplishment of goals through changing structure and renewed commitment, were all
part of the process that made principals in parochial and private settings essential in
transforming school cultures.
The concept of transformational leadership implies change through its
transforrping nature. Change transforms. The change process has many names. It may be
referred to as restructuring, reassessment, professional development, school
improvernent, or revitalization among others. Bass (1985) says that change is based on
the individual’s recognition of a need for change. The transformational leader
understands the need and assists in the restructuring and realignment of the organization’s
culture based on changing views. Much of the literature on organizational culture is
centered on patterns, conditions, and receptivity as a part of the culture that links it to
transformational leadership. Scribner, Cockrell, Cockrell and Valentine (1999) found that
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
existing cultural norms sometimes impacted commitment to school improvement. The
leadership and existing norms within the culture impacted the extent to which change
based on school improvement or restructuring was embraced. Cultural norms also impact
whether the improvement project was viewed as one that involved the whole school
community.
Although existing cultural norms impact attempts at reassessment and renewed
commitment, the dimensions of transformational leadership must also be considered.
Pielstick (1998) found patterns in a meta-ethnographic analysis of transformational
leadership involving a web of activities centered on relationships. The relationship
centered pn dimensions sometimes found within a transformed culture. Some of the
leadership dimensions include shared vision, vision-conununicating, building
relationships, exhibiting character and guiding implementation. Findings revealed that
sorting out the leadership dimensions from the cultural norms for operation provide its
challenges. According to Schein (1992), the one and only important thing that leaders do
may very well be that of constructing the culture. Gardner (1990) reaffirms this important
aspect of the leadership task by defining it as inducing, influencing and persuading team
members toward the pursuanee of shared goals within the organizational context.
Sergiovanni (1980) describes the principal as the most influential person in the
development of the culture of the school. Oakley and Krug (1991) and Sergiovanni
(1991) build on the concept by noting that in the successfiil implementation of change,
prineipals must model qualities if the qualities are to be contained within the culture.
Sphool improvement or restructuring, as it is commonly referred to, occurs when
schools examine their ways of doing things. The examination of current structures
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
sometimes result in new or changed events and activities. Individuals’ perceptions are
often subject to reflection and re-examination. Scribner, et al. (1999) describe a process
included in a school improvement plan involving many strategies also found in
transfomjational leadership. These strategies include collaboration, critical reflection,
shared values, shared norms and personal mastery. When large-scale School
Improvement Projects are embraced, the existing culture is sometimes examined in the
light of newly found improvements. The challenge of the improvement itself sometimes
creates or builds on ways of sharing the burden of the task. In one such study designed to
xmderstand change within the organizational culture, professional communities were
formed. These communities were based on concepts of trust, belonging, shared identity
and mutual independence (Scribner, et al., 1999). These concepts formed the foundation
of what was valued by all the people within the culture at that particular time. The
potential impact of the change process was so revolutionary that as team members
created new strategies, a “culture crier” was employed to alert everyone to the new
change (Scribner, et al., 1999). This study brought about the realization to the participants
that whep a group embarks upon a journey toward improvement, the examination might
bring about change and usher in a newly transformed culture. Additionally, re
examination of critical underlying assumptions could bring about changes impacting all
future behaviors. Therefore, a new or changing culture emerges based in the form of
improvement guided by transformational leadership.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
Receptivity to Transformational Leadership Change
L^thwood and Jantzi (1999) in a study of teachers’ perceptions of
transformational leaders identified school conditions within the culture as a significant
influenti?il factor of their perceptions. The term “conditions” was used to identify
circumstances that needed to be considered as part of teachers’ perceptions of the leader.
Conditions within the school and outside of the school accounted for those considered
alterable or unalterable. Individual teacher’s understanding of types of leadership may
result from a broad cultural context in which one has participated. These perceptions
however may be modified through association and observation of other leaders. To this
extent it may be said that the organizational cultures provided categories of leadership
types that may be compared or contrasted. Teachers’ perceptions are based in part on
stored knowledge comprised from organizational histories of which they have been
exposed.
Marks and Louis (1999) suggest that the transformational leadership characteristic
of empowerment within the organizational learning culture is associated with certain
underlying conditions. These conditions within the culture involve the ability of teachers
to actively participate and be influential in decision-making. Some of the specific
dimensions or characteristics associated with the condition/culture were attention to
structure, shared commitment/collaboration, knowledge and skills, attention to leadership
feedback and accoimtability. Findings from their study of twenty-four schools
comprising elementary, middle and high school levels found that overall teachers at the
elementary level were more empowered than at other levels. Within these schools, it was
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found that the conditions that promoted continued processing of knowledge resulted in a
shared vision-(Marks and Louis, 1999).
Pawar and Eastman (1997) reveal contextual factors that affect the organizational
receptivity to transformational leadership. Those factors include adaptation, integration,
goal attainment and values, among others. An organization’s contextual atmosphere
reflects its receptiveness to the particular type of leadership being provided. Receptivity
is the extent to which the atmosphere or contextual environment is responsive to change.
Responsiveness must come on many fronts. It must come from followers’
responsiveness toward the leader’s vision, it must come from the leaders’ responsiveness
to his own vision, it must come from the critical majority of followers and it must come
in the leader’s attempts to align individuals’ interests with the collective interest of the
group. It might appear that transformational leadership skills alone satisfy the
requirement toward the focus of a moral choice while foregoing self-interest for the
collective vision of the whole organization. However, Hinings and Greenwood (1998)
specify that securing an organization’s transformation is likely determined by both the
context/cplture and the nature of the transformation process. As an example, what is the
nature of the change or transformation imder consideration.
Changes in the leadership of the organizational culture sometimes occur based on
the environment outside of the school’s culture. Dinham, et al., (1995) acknowledge, as
one of many major implications of their study on organizational school climate, the link
between the culture and external considerations. Here, they note that prineipals both
influence and are influenced by the culture and factors outside of the culture as well.
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The organizational culture is partially based on the identity of the organization.
The organization’s identity is described by Gioia, Schultz and Corley (2000) as
something other than a permanent identity that remains steadfast and immovable over
time. Paradoxically, while maintaining continuity of critical features, it must be fluid in
its approach to a changing environment. The identity of an organization takes into
account extemal as well as intemal perceptions of the organization. External conditions
or circumstances may impact an organization through changing circumstances yet basic
values may be maintained. Therefore, the transformational leader’s role might involve
assisting in teacher’s the development of a school culture that is receptive to shift without
changing basic values.
Subsets of Transformational Leadership
Overview
Five subsets of transformational leadership within the broader concept of
transformational leadership will be addressed regarding their relationship to the
organizational eulture in schools. The discussion will include using Kouzes and Posner’s
(1995) five leadership practices/eharacteristics. They describe the characteristics that
allow leaders to get extraordinary things done as ... Challenging the Process, Inspiring a
Shared Vision, Enabling Others to Act, Modeling the Way and Encouraging the Heart.
Even though Kouzes and Posner (1995) did not consider these qualities as
transformational, they are basically the same as transformational leadership. Therefore,
for the purpose of the dissertation, they will be considered transformational leadership
characteristics.
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The first subset involves taking risks to make changes, experimentation with new
ideas, focusing on other ways of getting things done rather than relying on the status quo.
The second subset involves working as a team member to develop a clear understanding
of the goals, vision and mission for the sehool or institution. The emphasis is on a shared
view of the vision, direction and purpose for the school. The third subset involves
facilitating a process that allows others to take part in the transformation process. This
may include empowerment or the use of resources not previously accessible to others.
The fourth one involves the leader guiding others through the change process. Leaders
show a steadfastness of commonly held beliefs through their action and their voice.
Leaders focus on issues and remove eonfiision. They steadfastly hold onto beliefs and
principles. The fifth subset is encouragement. The leaders are concerned about the
feelings of those in the culture. They attend to their needs by motivating them. They
inspire them to continue the quest of transformation. They also encourage through the use
of recognition and praise (Kouzes & Posner, 1995).
Challenging the Process. Current ways of doing things or the status quo can be
challenged through innovation. In a study showing the relationship between the
interpersonal behavior of leaders with their teachers within the school environmental
culture, teacher’s perceptions of the school was met with a positive response (Cresswell
& Fisher, 1996). The study revealed teachers’ feeling empowered based on the challenge
made to existing practices through innovation. As a result teachers felt empowered within
their working environment.
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In a study involving the role of various types of principals in a changing school
culture reforms were implemented. The norm of experimentation was one of eleven
norms found in the facilitative transformational principal compared to the promoter
principal (Schweiker-Marra, 1995). Experimentation allowed individuals to challenge
operating structures or the status quo. Experimentation was a norm within the
environment. Therefore, challenging the process is a form of experimentation. Although
both principals were able to influence teachers within the culture, facilitator principals
were pereeived by teachers as more influential than promoter principals and they
possessed more transformational norms including caring, appreciation, collegiality,
involvement in decision-making and others.
Inspiring a Shared Vision. Shared Vision based on Kouzes and Posner’s (1995)
definition describes vision as the ability to imagine what is ideal. It includes an
orientation toward the future and a pursuit for excellence. Leaders who inspire a shared
vision are clear and expressive communicators of their hopes and dreams. A study
involving principals in a Hong Kong report statistically anedyzed results that show
leadership behavior as being significantly related to principals’ vision in schools (Chui,
1996). The study on school-based management involved Vz of schools involved
implementing the management approach and 14 not implementing the school-based
approach (Chui, 1996). In an observational study involving primary schools in London,
England shared vision was listed as one aspect of the schools’ culture found in effective
inclusive schools (British Journal, 2001).
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In a project known as Improving the Quality of Education for All, one of five
overlapping areas found to be of uppermost importance to teachers was called Framing
the Issues. It deals with mapping out possibilities and using communication as a vehicle
for this process (Ainscow & Southworth, 1996). Accordingly, this study found that
sharing among those in the culture may provide residual benefits. Ainscow and
Southworth (1996) reveal that a focused commitment to share data that is systematically
processed will continually enhance a clearer and clearer picture of what is going on in the
school.
Hipp’s (1996) findings suggest that inspiring a group purpose or sharing in the
purposeful vision was significantly related to teacher effectiveness within the school
culture. Similarly, Conley and Goldman (1994) reflect findings of leaders who are able to
achieve goals that are agreed upon by members of the organizational culture through
creating and managing meaning within the organizational context.
Enabling Others to Act. Through Enabling Others to Act, Kouzes and Posner
(1995) describe an atmosphere where leaders allow others to interact with one another
based on feelings of trust and dignity. They enable others to act based on the use of
partnerships with emphasis on cohesion, team building and collaborative goals.
Participants are made to feel like owners of what is agreed upon. Empowerment may be a
strategy that enables the actions of others. In a study on empowerment, teachers were part
of two groups. One group was called the Accelerated Schools Model emphasizing
collaboration. The other group called the Traditional School Organization used a top-
down, hierarchical approach. Findings in this study show that teacher’s perceptions of
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empowerment in the decision-making process bore a strong relationship to the type of
govemance. Teachers in the Accelerated Model perceived more involvement in decision
making than those in the Traditional Model (Shindorf, et al., 1998). A case study that
focused on leaders’ behaviors found that leaders could lead without violating the
professionalism or rights of those with whom they work (Reitzug, 1994). By utilizing
non-bureaucratic methods, the study also found that principals were leading, and guiding
through empowerment.
In a study involving the empowerment of teachers and principal leadership, the
persuasive influence of the principal was noted (Rinehart, et al., 1998). The principal’s
leadership role re-invented itself during empowerment. The leader’s focus changed from
primarily being responsible for persuasion in the restructuring process to one of change
facilitator (Rinehart, et al., 1998).
With the transfer of power or empowerment, a shift from the traditional
boss/manager role to that of facilitator occurred. Teachers were given the opportunity to
develop skills and opinions while increasing the level of involvement. Teachers emerged
to the forefront to display competencies they had developed through various types of
communication (Reinhart, et al., 1998).
Weiss, Camboime and Wyeth (1992) discuss the importance of enabling through
the leader’s ability to relinquish part of the leadership role through the role of faeilitatdr
after explicit discussions on the mission and the vision of the school. This finding seems
to imply the need to be discriminating about knowing when to empower others. Results
showed that teacher’s perceptions of the leadership were positive toward the principal’s
transformational practices of empowerment in their work environments. A study by
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Furtwengler and Hurst (1992) showed that developing an organizational culture was one
of three important factors in effective leadership. Findings suggest that new ways need to
be foimd to empower individuals through opportunities for professional and personal
growth.
Modeling the Wav. Kouzes and Posner (1995) clearly define it as being guided
through consistency of principles, values and philosphies demonstrated by the leadership.
These prineipals should be distinctive enough to make the leadership unique.
Bureaucratic obstacles should be dismantled and opportunities for small
accomplishments leading to larger accomplishments should be provided. A study
utilizing veteran teachers’ perspectives of ineffective leadership behaviors, addressed
clarity and consistency issues, along with bureaucratic methodology. In this study, the
leaders’ behaviors confused the thinking of teachers. The leaders were ineffective
because they did not consistently guide or direct teacher’s behaviors. Lack of
participatory decision-making, contradictory body language and micromanagement,
unclear expectations and muscle-flexing led teachers to identify these prineipals as
ineffective (Spaulding, 1997).
Encouraging the Heart. Kouzes and Posner (1995) describe Encouraging the
Heart as making a connection between performance and rewards displaying hope and a
positive endurance while actively celebrating victories for all. In their description of
leadership they describe Encouraging the Heart as leaders encouraging others to continue
their quest to reach a goal or complete a task. These leaders encourage others to have
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hope and a positive outlook through various means that might include public praise,
awards, or notes. In a research study involving schools, five overlapping concerns were
found among teachers (Ainscow & Southworth, 1996). One is fittingly labeled Providing
Incentives. Here teachers described a clearer sense of direction as a result of receiving
recognition of achievements. Also having face-to-face contact was an incentive to meet
deadlines. These activities allowed for opportunities to celebrate, compare notes and even
enter into healthy competition (Ainscow, 1996).
In a study that contrasted facilitator/transformational principals to promoter
principals, facilitator principal’s scored higher on eleven out of thirteen norms including
appreciation, recognition, caring and humor (Schweiker-Marra, 1995). In the second
phase of the study significant differences were found in norms identified within the
culture. Two of the five norms found to be significantly different between facilitator and
promoter principals were caring, celebrating and humor (Schweiker-Marra, 1995).
The Relationship Between Size of the Group and the Organizational Perception of Leadership
Many large organizations are in need of leaders according to the literature. In a
study that discusses institutions, organizations and businesses of enormous size including
the U.S. Postal Service, Sun Microsystems, FT & A Division of Ernst and Young,
Sunoco and Sears, there are perceptions about the leadership. The perception is that there
is a dwindling pool of talent for leaders, as a result of reorganizing, slashing of jobs and
massive retirements. In some instances middle managers positions have been removed.
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The perception is that these leaders are more important than once thought. Leaders are
perceived as very important (Grossman 1999).
The perception is that leaders are needed, not the dictatorial types, for the large
sized groups. The reason is that leaders in large institutions like those mentioned must be
able to motivate and develop employees while meeting the demands of daily pressures.
The perception is that leaders in these large groups must be able to avoid falling into the
crisis mode that can produce feelings of being overwhelmed. Leaders in these groups
must be able to balance these two demands simultaneously. Solving this problem is
considered a serious one. Replacing leaders is considered costly with a limited number of
people to choose from based on the shrinking talent pool. Based on the complexity of the
size of the organization and the demands that it brings, there is no one-size fits all
(Grossman, 1999).
Although some research is available on the size of organizations and perceptions
of the leadership, more is needed (Bromley, 2001). The findings of the study suggest that
the corporate identity is linked with and infused in the personal attributes of the leader.
The perception of the leadership in the early stages of development when the company is
functioning successfiilly is based on personal qualities of the leader like that of being a
charismatic leader type. However, according to the study, when successful corporations
are no longer successful, scapegoats are blamed for the failure rather than the leader.
The size of the organization has some effect on the perception of the leadership.
Large organizations are more complex. Organizations are sometimes divided into
constituent parts. The subsidiaries have distinct identities and reputations. Sometimes the
parts influence the whole or the whole influences the parts. However, at other times
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reputations are complex based on intricate social networks involving communication and
influence. This can all be further complicated by the perception that there could be
minimal understanding of the parent organization (Bromley, 2001).
Another perception is that although understanding leadership types is probably
much easier than understanding the dynamics of a large company, the leaders personality
may be perpetuated based on the mass media’s perception or the particular interest group
sharing the information (Bromley, 2001).
The Relationship Between Size of the Group or Organization and Organizational Culture
Sony executive Ken Kutari found that the size of Sony organization influenced
the experiences he had at Sony. Ken had an idea that he wanted to develop, but the Sony
culture was not receptive to it. He began to collaborate with individuals at the company
that manufactured Nintendo. When it became common knowledge that he was working
with Nintendo he met with resistance at Sony, but his boss gave him an opportunity to be
heard. They discussed the potential of the proposed project. He felt he could improve
upon the Nintendo game to create a better product for Sony. Initially, he concealed the
development of his project because of negative perceptions from those in the culture. He
could not interest anyone at Sony to work with him on the project even after he had
permission from his boss to start (Hamel, 2000).
At the time he made the proposal to his peers at Sony, the perception of his ideas
and his leadership was rather condescending. They wanted no part of it. Ken thought of
starting his own company, but he did not. He realized that the large Sony enterprise had
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something that was very valuable to him in the development of his project. They had
human resources, manufacturing capacity and capital. Therefore, he decided to stay and
convinced people at Sony to listen to his ideas. He created the Sony Play Station and
created millions for the company. He became head of his department and the perception
of others toward his leadership changed. However, he had the insight to utilize the
benefits from a large enterprise to find success (Hamel, 2000).
Louise Kitchen of Enron was involved in attempting to trade gas projects using an
on-line computer approach. The nature of the work she was considering being a part of
was more complex than most online trading. Through persistence Louise continued to
share what she felt she could accomplish. She networked with key people who had
expertise to get the trading started. There were many who disagreed with her. When the
on-line trading was up and running successfully the perception of Louise and her venture
as well as the perception of the project was positive. Skeptics appeared to feel that
because of the size of the organization there was too much money to lose. Their
perception was centered on the potentially negative possibilities (Hamel, 2000).
Another study involving Human Resources Management Firms in Taiwan based
on ownership, size and sector. The study found that smaller businesses were able to be
more flexible in their approaches and able to implement their programs with more
effective Human Resource Policies. The larger employee sizes were perceived to a
moderate degree as more formalized. The smaller sized Human Resource Firms were
perceived as more advantageous whether the companies were to be used for experts or for
inward investments (Zhu, et al., 2000).
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In summary, initially this chapter discussed recurring leadership qualities found in
the literature. Immediately thereafter, a discussion about the relationship between
various styles of leadership and culture within organizations was presented. Crucial
information was subsequently provided from the research found in existing literature
about the type of leadership known as Transformational as well as information on
Organizational Culture. Additional findings were presented, based on researchers’ review
of the literature, to reveal the impact of Transformational Leadership within the culture of
an organization. Still more information about Transformational Leadership, was provided
by delineating specific characteristics essential to the reader’s understanding of
Transformational Leadership as it relates to the study. Lastly, there was a discussion that
addressed the size of organizations in relationship to leadership. There was also a
complimentary discussion about size of the group and the culture of the organization.
The following chapter will identify participants in the study and how information
was gathered. It will also discuss the tools used to gather information, as well as the
measurement of items and data analysis.
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CHAPTER III
METHODOLOGY
This study utilized a survey design to inquire into the relationship between
transformational leadership and organizational culture of a sample of elementary school
teachers within the state of Michigan. The purpose of this chapter is to describe the
details of what took place to ensure the execution of this study as well as how these
details will take place. The methodology chapter will include the Selection of Subjects,
Instrumentation, Measurement of Items, Data Collection, Data Analysis and Hypotheses.
Subjects
Demographics of respondents in the study provide an interesting insight into those
individuals who participated in the study. Ninety-percent of the respondents were
females, 32% were less than 30 years old. Eighty-one percent were white and 41% had
more than twelve years experience as teachers within the state of Michigan.
Respondents were solicited from three different sources. The respondents in the
initial source were a purely random sample of all the schools in Michigan. The
respondents were attained through a statewide Professional Development Conference
where any Michigan teacher could attend. Advertisement to complete surveys and
participate in the raffle at the conference specifically called for elementary teachers who
taught in the state of Michigan. Teachers who were in attendance at the conference and
wished to complete both surveys and have an opportunity to enter a raffle were
encouraged to participate. The second source of respondents came from the Michigan
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Education Association magazine, the MBA Voice. The circulation is available to
teachers throughout the state of Michigan. The third source of respondents came from
students at Westem Michigan University. Solicitations were made to elementary teachers
employed in the state of Michigan.
It is incumbent upon the researcher to know that critical characteristics pertinent
to the study be in place (Borg & Gall, 1989). In this study, the researcher attempts to get
as many survey participants as possible that have worked with the principal within the
same building for three years. Although not critical, survey responses from teachers who
have been teaching several years is also desirable. They provide responses based on an
acquired general understanding of culture and leadership. This researcher defines
“several years” as more than 12 years. However, this effort is contingent upon how
difficult it is to get teachers to participate. It is an important attempt because, it will aid in
the understanding of the organizational culture and the leadership about which they are
being surveyed. Longevity in both of these capacities will likely provide a more accurate
assessment of the culture and leadership characteristics. If it is not possible to get surveys
only from those teachers who have worked three or more years in the same building, the
researcher will provide a ratio and/or a percentage of those who have worked three or
more years.
Selection of subjects as it related to the intervening variable was random.
Potential participants were not selected based on the population size of their buildings.
For the correlation of intervening variable of size, elementary buildings with a population
of 500 or more will be classified as large, those with an enrollment of 250 to 499 will be
classified as average, a small school will have 249 or less students. There is no definitive
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ruling on what comprises a large or small school through the Department of Education,
therefore these numbers were arbitrarily selected. The size differentiations allowed for
some schools to be categorized as large, average or small based on the numbers.
Instrumentation
This study will involve the use of two survey instruments: The Leadership
Practices Inventory and Instructional Climate Inventory for Organizational Culture. Each
participant will complete both surveys.
Leadership Practices Inventorv
Transformational Leadership was surveyed through the use of the Leadership
Practices Inventory. Transformational leadership and its potential relationship to the
organizational culture are the focus of the dissertation. Inherent in the researcher’s
conception of transformational leadership is the focus on questioning existing methods
and procedures within the workplace. Argyris and Schon (1996) referred to this as
openly communicating and publicly testing assumptions.
The Kouzes and Posner (1995) Leadership Practices Inventory particularly
captures this concept in the subscale of Challenge the Process. Additionally, the subscale
of Inspire a Shared Vision and Encourage the Heart support the notion that inherent
within exemplary or extraordinary leadership is the human perspective coupled with a
goal focus, testing, and finally, goal acquisition. As well. Modeling the Way and
Enabling Others to Act reveal the human connection of leaders working with others in a
leadership role.
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The Transformational Leadership survey is eomprised of 30 items with five
subscales. For the purpose of this study, a composite score will be utilized initially,
followed by a more narrow focus of the five subscales all pertinent to the researcher’s
topic and correlated to seven organizational climate subscales.
The internal reliability for the Leadership Practices Inventory has proven to be
good based on its consistency over time. It has been consistent over a variety of settings
and based on multiple studies. Analysis of the validity of the Leadership Practices
Inventory based on constituents’ responses, eliminating self-report bias also reflected
validation. Regression analysis of leader effectiveness on all five leadership practices was
highly significant. Additionally, independent efforts indicate correlations with other
instruments increasing confidence in the belief that the Leadership Practices Inventory
measures what it purports to measure (Kouzes and Posner, 1995).
The internal consistency of the instrument determined through individual items
correlated to the total scores of the original participant base was found to have
satisfactory results. Validity has been indirectly tested through comparisons of judges’
rankings of departments (Kouzes and Posner, 1995).
The Instructional Climate Inventorv
The Instructional Climate Inventory was used for the culture variable in the study.
The name of the inventory can be somewhat misleading because Fart 1 of the inventory is
used to survey the culture variable. It pertains to the teachers’ perception of the culture, it
does not reflect upon areas of instruction. A comprehensive view of culture will be
represented through teacher responses/ perceptions on the scales measuring Satisfaction,
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Strength of Climate, Accomplishment, Recognition, Affiliation, Commitment, and
Power.
In a summary statement regarding the stability of the instructional climate
measures of schools in the Instructional Climate Inventory, it was found that there was
sufficient stability found from the six climate scales gathered over eight months for over
24 students in five schools (Krug, 1993). Also information that resulted from the use of
the scales was stable enough over a period of time to be useful in planning and
monitoring different strategies for intervention (Krug, 1993).
Measurement
Leadership Practices Inventorv
The Leadership Practices Inventory (Observer) was used for the leadership
variable in this study. The inventory consists of a 30-item questiormaire with five
subscales based on a Likert scale of 1 to 10. The values of the scale described by authors
in the instructions for scoring is 1 meaning Almost Never, 2 meaning Rarely, 3 meaning
Seldom, 4 meaning Once in a While, 5 meaning Occasionally, 6 meaning Sometimes, 7
meaning Fairly Often, 8 meaning Usually, 9 meaning Very Frequent and 10 meaning
Almost Always. Each of the five subscales is reflected by 6 of the 30 questions.
Questions #1,6, 11, 16, 21,and 26 are based on Challenging the Process. Questions #2, 7,
12, 17, 22, and 27 are reflective of Inspiring a Shared Vision. Questions #3, 8, 13,18, 23,
and 28 are about Enabling Others to Act. Questions #4,9,14,19,24, and 29 address
Modeling the Way. Finally, questions #5,10,15,20,25, and 30 provide information on
Encouraging the Heart. The leadership subseales reflected on the survey consist of (1)
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Challenge the Process, (2) Inspire a Shared Vision, (3) Enable Others to Act, (4)
Encourage the Heart, and (5) Model the Way. For the purpose of this study, scores will
be taken on all five subscales to reveal teacher perceptions on each of the scales.
A composite score was achieved by obtaining a total score and dividing the total
by the number of items. The subscale scores were calculated by adding the total of items
on the subscale and dividing by the total number of items. Demographic questions are
found in questions #109-115 including one on school size and teacher tenure within the
current building.
The Instructional Climate Inventorv
The Instructional Climate Inventory Form T has two parts. Only one part of the
inventory was administered. Part I was used to measure the organizational culture. The
responses to this part are directly pertinent to the study. Part 2 of the inventory deals with
instruction. Therefore, this part was not used because the study does not directly address
instruction. It is only indirectly associated with instruction based on how teachers are
impacted by the organizational culture and leadership style. Part I ineludes questions #1-
60. Satisfaction, Commitment, Accomplishment, Recognition, Power, Affiliation, and
Strength of Culture will be used. There are a total of seven subscales or dimensions
measured in the inventory (Braskamp & Maehr, 1988).
Each of the following subseales are deseribed by Braskamp and Maehr (1988) in
the following manner. Affiliation refers to a feeling of trust and respect. There is a
cooperative effort to solve problems, make joint decisions, and share information. There
is a feeling that others care, as they work together in this environment. Power is described
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as an emphasis on competition within the school. Recognition is being valued and
rewarded in their efforts. Teachers are recognized, encouraged and valued for their
efforts. Productivity is rewarded and a concrete reward system is a part of the school’s
environment. Commitment is described as loyalty and acceptance to one’s school. It
measures ownership to the school and pride in the school. Teachers having considerable
pride in working at their school believe strongly in the values of the school.
Accomplishment is considered as a school perceived to focus on quality and excellence.
People in the school are supportive of new ideas. Individuals are given the freedom to be
creative and innovative. Having concern about taking risks is not an issue. Individuals are
focused on a quality education. Strength of Climate is defined as strength within the
climate with clarity of the schools’ purposes and goals. Sharing functions to strengthen
individual and collective understanding of the groups’ culture. Satisfaction is described
as having to do with satisfaction on the job. It involves satisfaction with the work itself,
pay, promotions, supervision and coworkers (Braskamp & Maehr, 1988).
A table reflecting a set of tentative norms including both high and low items are
provided from the authors in their assessment. According to a description of uses of the
instrument, mean values can be used to compare macro ethos of the total organization to
the unit or micro ethos. High scores are an indicator of a strong belief in the particular
subscale or value and a strong ethos in the organization (Braskamp & Maehr, 1988).
There are several questions associated with each of the seven subscales of the
culture variable as measured on the Instructional Climate Inventory. The following
subscales are measured by the questions found in the inventory and numbered below:
Satisfaction is measured through numbers 1 ,3 ,6 ,9 ,10 ,15 ,17 ,21 ,42 and 43.
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Commitment is measured through numbers 11,13,16, 33,41,49, 54, 56 and 57. Strength
of Climate is measured through numbers 5,18, 30, 35 and 39. Accomplishment is
measured through numbers 23,26, 27,29,40,47, 53, 55 and 60. Recognition is measured
through numbers 7, 8,19, 28,31, 36,45, 50 and 51. Power is measured through numbers
2,12,37,48 and 58. Affiliation is measured through numbers 4, 14,20, 22, 24,25, 32,
34, 38 and 46. Questions numbered 59, 52,44 and 24 are not represented in any of the
categories listed above.
The questionnaire is based on a Likert-type scale from A through E with the
following associations (A) Strongly Disagree, (B) Disagree, (C) Uncertain, (D) Agree,
(E) Strongly Agree. It is comprised of a 60-item questionnaire. In the Instructional
Climate Report, each of the scales is represented on a bar reflecting intervals of ten with
the 30 being the lowest number indicated and 70 being the highest (Insructional
Leadership, 1988). The numbers are listed as 30,40, 50,60, and 70. When the response
on the scale is high, it reflects strong agreement. When the response on the scale is low, it
represents strong disagreement (MetriTech, 1988). The survey has a few demographics.
They provided information on gender, teaching experience and degree earned, age, and
ethnicity. The researcher also added two more demographic questions including size of
the school and years in the building with the leader. Responses to this categorical data
could be useful in fiiture studies to determine additional relationships.
This completed study will provide correlations based on the responses to the five
subscales of Transformational Leadership Practices and the responses to the scales
derived from’the Instructional Climate Inventory. A composite score may be obtained in
the same manner as the Leadership Practices Inventory. Individual item scores will be
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
added to form the total subseale score’s of participants, they will be divided by the
number of items. The level on the Likert scale may then be identified.
Data Collection Procedure
Three strategies were used to collect survey data. The initial strategy involved
surveys being collected over a two-day period at a Michigan Education Association
(MEA) Conference held at the Hyatt Regency in Dearborn Michigan. Teachers
throughout the state of Michigan were in attendance. Flyers were used at the conference
site to advertise the surveys and raffle tickets for the grand prizes. Elementary teachers
were encouraged to visit the booth through the use of posters, flyers, and to observe
displays of raffle prize items. Participants completed surveys in the privacy of their
rooms or at the Terrace Room where private seating was available. Teachers were given a
packet with each coded survey to ensure that they were properly paired. Brief written
directions for completion were provided also, along with a pencil.
Participants were verbally advised that the procedure was voluntary and that they
could choose not to complete surveys at any time without consequences. They were
encouraged to fill out both inventories and immediately submit them in a box provided at
the booth. If they could not complete the surveys during the conference, they were
provided with a self-addressed stamped envelope. To ensure that the surveys were
randomly drawn with no more than one response per building, participants were asked to
list their building name and their city. Potential participants were requested to look over
the list. If their school appeared on the list they were asked not to complete the survey.
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A brief note was included in the survey packet thanking participants for
completing the survey and pledging confidentiality. Participants were reassured of their
anonymity. Even though participants filled out a raffle ticket to enter the drawing, they
observed the tickets being placed in a separate box with no connection to the completed
form. Because the conference was in session for more than one day, this provided ample
opportunity for participants to complete the surveys. If participants were unable to
complete them during the conference, they were asked to request a pre-postage paid
envelope for mailing purposes. A smaller envelope with a raffle ticket would be enclosed.
They were instructed to place the completed raffle ticket in the larger envelope. Upon
receipt of the completed survey, the completed raffle ticket would be separated and
placed in a box for a drawing. Therefore participants would remain anonymous. The
return address was listed the same as the mailing address to ensure delivery.
In the second strategy, an advertisement placed in the Michigan Education
Association (MEA) Voice Magazine solicited elementary teachers individuals to
complete surveys. A toll-free telephone number was provided to call and provide a
mailing address and to receive the packet complete with surveys, instructions, raffle
tickets and a pre-addressed, stamped envelope. Completed surveys were collected
through return mailing.
The third and final strategy involved a personal appeal to teachers taking classes,
during the summer sessions, at Westem Michigan University. The data could have been
collected almost immediately, if students chose to do it during the class break or after
class. However, most of the surveys were completed and mailed. A pre-addressed.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
S ta m p e d e n v e l o p e w a s p r o v i d e d w i t h o t h e r n e e e s s a r y m a t e r i a l s i n t h e p a c k e t f o r s u r v e y
p a r t i c i p a n t s .
Data Analysis
Overview
Initially, the study provided data on the leadership variable to be analyzed based
on composite scores and on subscale scores at three levels. The levels are small, average
and large. Next, the study provided data on the schools’ culture to be analyzed based on
composite scores and subscale scores at three levels. Additionally, the study utilized size
of enrollment as an intervening variable. The study defined population size of the school
500 and over as large, between 250 and 499 as average, and 249 and below as small.
Question #1
The questions read as follows: (la) What are teacher’s perceptions of their
principals’ leadership? (lb) Are there any differences among the elementary teachers
who work in schools of different sizes? For question #1 descriptive statistics are provided
for each of the five scales of leadership, as well as the total. An F-tests will be
conducted to inquire into whether teachers in three different sizes of schools perceive
leadership differently. The sizes of the schools will be categorized as small, average and
large. There will be a total of six F- tests for this one question. They include an F-test for
each of the five subscales and an F-test for the composite. The subscales are (a)
Challenging the Process (b) Inspiring a Shared Vision, (c) Enabling Others to Act, (d)
Encouraging the Heart and (e) Modeling the Way. The Leadership Practices Inventory
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
will be administered for this purpose. It is in written survey form. The teacher participant
was given a question soliciting the enrollment for the school. This made it possible to
code questionnaires relative to school enrollment to determine if teacher responses
reflected differences based on school size. The same question was attached to the second
instrument as well to insure consistency.
Question #2
The next questions are the basis for information on organizational culture. The
questions are as follows; (2a) What are teacher’s perceptions of their schools’ culture?
(2b) Are there any differences among elementary teachers who work in schools of
different sizes? Descriptive statistics are provided for the subscales of culture as well as
on the total. F-tests were conducted to inquire into whether teachers in three different
sizes of schools perceive it differently. There are a total of eight F tests for this question,
which include the seven subscales of organizational culture concerning (a) Satisfaction
(b) Commitment (c) Accomplishment (d) Recognition (e) Power (f) Affiliation (g)
Strength of Culture, and the composite. The Instructional leadership Inventory was
provided as a written survey for the teacher to complete on the culture variable. Because
both inventories were eoded and paired together, sehool size eould be identified for the
culture variable.
Question #3
The following question reflects the possibility of multiple relationships between
subscales on culture and the subscales of leadership. The question reads as follows: (3)
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Are there any relationships between the principals’ leadership and schools’ culture? A
canonical correlation was conducted to inquire into possible relationships. The analysis
reveals how the elements in leadership are related to elements in school culture.
The purpose of using canonical correlation in this study is to compare whether there are
groups of leadership variables on one side and related groups of culture variables on the
other. Variables are combined to form groups to produce a predicted value. The predicted
value is found with the highest correlation to the predicted value for the group on the
other side. The grouping or combination of variables may be thought of as a dimension
that relates the variables on one side to variables on the other side. Variables in Canonical
correlations are referred to as variates. The combinations of the variables are linear in
nature. A canonical correlation can be thought of as a descriptive technique (Tabachnick
& Fidell, 1989).
This canonical correlation involved the specific elements/subscales within
Transformational Leadership and Organizational culture. This part of the study involves a
correlation between all subscales on both variables to determine what, if any,
relationships exist. The data was drawn on the aforementioned individual instruments for
each variable. The subscales of Transformational Leadership include (a) Challenging the
Process, (b) Inspiring a Shared Vision, (c) Enabling Others to Act, (d) Encouraging the
Heart, and (e) Modeling the Way. The subscales of Organizational Culture include (a)
Satisfaction, (b) Commitment, (c) Accomplishment, (d) Recognition, (e) Power, (f)
Affiliation, and (g) Strength of Culture. The question representing the subscale-to-
subscale relationship focus on whether there is a relationship between Challenging the
Process, Inspiring a Shared Vision, Enabling Others to Act, Encouraging the Heart, and
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Modeling the Way individually or in any combination with any of the subscales of
Culture including Satisfaction, Commitment, Strength of Climate, Accomplishment,
Recognition, Power, and Affiliation.
For an added dimension, the study inquired into whether any of the relationships
investigated vary along the intervening variable of school size. School size is an
interesting concept to explore because in small schools there could be more opportunities
to share, collaborate, obtain recognition, exercise affiliation and more. In larger populated
schools, it would appear more difficult to address these issues due to the complexities
accompanying large numbers. Therefore, school size might impact the correlational
findings among particular subscales of Transformational Leadership and Organizational
Culture.
In this study, there was an expected impact with the introduction of the
intervening variable of school population size. Additional categorical variables could also
introduce interesting findings in future studies as well. Here, a large school would be
defined as a population of 500 or larger. An average school was considered between 250
and 499, a small school population would be 249 or less.
In summary, the methodology chapter has outlined the procedure upon which the
study took place. Detailed description/information has been provided as part of the
Selection of Subjects, Instrumentation, Measurement, and Data Collection Procedure.
The following chapter identifies and respond to the questions identified for the study. It
will provide the results of descriptive statistic, F-Tests and canonical correlations for the
study, as well as, analysis and interpretation.
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CHAPTER IV
DATA PRESENTATION AND ANALYSIS
The three research questions for the study will be presented in this chapter. A
description of the population/ response rate of the various sources ifrom which the data
was collected will be provided. Results of the hypothesis testing and analysis Will also be
presented accompanied by interpretations of the results
Purpose
The overall piupose of the study was to determine if there was a relationship
between Organizational Culture and Transformational Leadership. The instruments used
were The Leadership Practices Inventory for the leadership component and The
Instructional Climate Inventory for the culture component. The study’s purpose was also
to find whether teacher’s perceptions of school leadership and organizational culture
varied depending on school size.
Sample Description
The sample was comprised of 121 pairings of responses to the Leadership
Practices Inventory and the Instructional Climate Inventory from teachers throughout the
state of Michigan. Because the sample was taken from three different settings, it could
best be defined as a sample of convenience. The primary population from which the
sample was taken involved public, elementary schoolteachers who attended a Michigan
Education Association (MEA) Conference. Additional surveys were administered to
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TRANSFORMATIONAL LEADERSfflP A N D ORGANIZATIONAL CULTURE
those who responded to an advertisement in the MEA Voice Magazine. Finally, surveys
were taken from graduate classes of educational leadership at Westem Michigan
University. Therefore, the sample range encompassed a variety of settings. Sxirvey
participants were not restricted to particular geographic regions within the state of
Michigan. Therefore responses should represent urban, rural and suburban teacher
populations. The data presented were based on the collection of perceptions of one
teacher per individual school.
Instruments
Teachers’ perceptions of differences were identified on the culture and leadership
inventories. The Leadership Practices Inventory used a Likert scale from 1-10 to account
for differences. The scale measures from 1 (almost never) to 10 (almost always). The
Instructional Climate Inventory accounted for differences through a Likert scale ranging
from 1 (strongly disagree) to 5 (strongly agree).
Rate of Sample Retum/Response
The participant response to the initial attempt to secure a sample came from a
state-wide. Professional Development Conference sponsored by the Michigan Education
Association (MEA) and resulted in 66 pairs of surveys being completed and retumed out
of a possible 125. The participant response was admirable considering that there were
more than ninety questions. The retum rate was likely enhanced by the fact that it was a
three-day Professional Development Conference held at the Hyatt Regency Hotel where
individuals had an opportunity to pick them up one day and retum them the next day.
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Offering an incentive of a television and VCR \vas useful in motivating potential
participants to answer ninety seven questions. Approximately ten completed surveys
were retumed from the advertisement from the Michigan Education Association Voice
magazine over a span of IV2 months. The third and final group of surveys came from
teachers who attended Summer 1 and Summer II classes at Westem Michigan University.
The remaining 45 surveys were retumed after dispensing 75. The response rate was
probably enhanced by a personal appeal from their fellow student and teacher. Only two
pairs of surveys had to be thrown out because in both cases the teacher only filled out one
of the two surveys. Surveys were checked for completion upon receipt, at the initial
conference site. Participants were asked to complete any missed questions. Most of the
remaining surveys from the second and third survey gathering strategies were received by
mail.
The Relationship Between Teacher’s Perceptions of Leadership and the School Size
Question #1
What is the teacher’s perception of their principal’s leadership? Are there any
differences among the elementary teachers who work in schools of different sizes?
Basic Statistics for the Subscale and Composite for the Leadership
Practice Inventorv. Table 1 reflects basic statistics as a result of teachers’ responses to the
Leadership Survey. The responses all tend to be moderately high. On a scale of 1 to 10
the means of all the subscales were above 6.500. They ranged from 6.580 (the lowest) to
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7.426 (the highest). Participants produced the highest mean score of 7.426 in the subscale
Enabling Others to Act, closely followed by Modeling the Way (M=7.083). The lowest
means were for Challenging the Process (M = 6.580) and Inspiring a Shared Meaning
(M=6.606).
Table 1. Descriptive Statistics for Transformational Leadership Subscale ScoresSubseales Descriptive Standard Deviation No. of
ResponsesChallenge the Process Mean 6.580 2.074 121
Median 7.000Mode 8.330
Inspire Shared Vision Mean 6.606 2.250 121Median 7.000Mode 6.170
Enabling Others to Act Mean 7.426 1.990 121Median 8.000Mode 8.000
Model the Way Mean 7.083 1.926 121Median 7.500Mode 6.330
Encourage the Heart Mean 6.892 2.319 121Median 7.330Mode 8.830
* Composite Leadership Scores
Mean 6.918 1.966 121
Median 7.530Mode 8.870
Kouzes and Posner (1995) describe what a high score means in each of the
subscales. Teachers’ responses to the surveys in this study within the Enabling Others to
Act subscale indicate that participants felt their leaders enabled or allowed them to
develop cooperative relationships, demonstrate active listening, and consider varying
points of view. Based on their responses teachers felt that leaders supported their
decisions, allowed choices about how to work, encouraged individuals to develop new
skills, and treated them respectfully and with dignity. Teacher’s beliefs represented in the
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second highest mean score of 7.083 found in Modeling the Way demonstrated that
leaders set clear goals, divided tasks into smaller milestones, and practiced his or her
beliefs.
Comparing Across Schools at Different Sizes
The F-Test is used for comparing school sizes for the leadership variable based on
teachers’ responses on the Leadership Practice Inventory. Table 2 depicts the F-Value
and the P-Value for each of the five subscales for the leadership variable and in the
leadership composite score. Also included are the mean score for large, medium and
small school sizes.
Table 2. Summary of F-test Results for Comparing School Sizes in Terms of the Leadership Practices Inventory (LPI) Subscale and Composite Scores
SUBSCALE MeanLarge
MeanMedium
MeanSmall
F- Value P-Value
Challenging the Process 6.627 6.845 5.220 4.00 0.0209*Inspiring a Shared Vision 6.685 6.911 4.978 4.90 0.0090*Enabling Others to Act 7.448 7.654 6.300 2.96 0.0555Modeling the Way 6.909 7.443 5.788 5.10 0.0075*Encouraging the Heart 7.015 7.086 5.688 2.37 0.0979Leadership Composite 6.936 7.188 5.596 4.28 0.0160*♦Significant at the 5% level
Among the five subscales and the composite, six F-Tests were administered, each
based on 118 degrees of freedom. Four results are statistically significant, at .05 level of
significance. These are on Challenging the Process, Inspiring a Shared Vision, and
Modeling the Way and the Leadership Composite. Therefore, pairwise comparisons of
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
teachers, based on the Post-Hoc Test, were run to determine where the differences
occurred.
Pairwise Comparisons
Post Hoc analysis was done to determine between which groups the differences
occurred. The following Table 2a show all possible pairwise combinations based on the
three levels of size for Challenging the Process. Additionally mean scores and mean
differences are shown for various sizes along with T and P- Values.
Table 2a. Post-hoc T-test Results for the LPI Challenging the Process (cproc) Subscale
PAIRWISE COMPARISON with Means
MeanDifference
t-value P-value
Small (5.220 ) vs Medium ( 6.845) -1.624 -2.45a 0.0249*Small (5.220 ) vs Large ( 6.627) -1.407 -2.07 0.0436*Medium (6.845 ) vs Large (6.627) 0.2176 0.54 0.5931
a—using Sattherhwaite Method * Significant at 5% level of significance
The Pairwise Comparisons for Challenging the Process indicate that small vs.
large and small vs medium are statistically significant at the .05 level. As far as
Challenging the Process is concerned, teachers in small schools gave a lower rating to the
principals than did their counterparts in medium sized or large schools.
Table 2b reveal every possible pairwise comparison for Inspiring a Shared Vision.
Additionally mean scores and mean differences are shown for various sizes along with T
and P- Values.
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
Table 2b. Post-hoc T-test Results for the LPI Inspiring a Shared Vision (vision) Subscale
PAIRWISE COMPARISON MeanDifference
t-value P- value
Small (4.978) vs Medium(6.911) -1.933 -2.58a 0.0192*Small (4.978 ) vs Large (6.685) -1.707 -2.36 0.0226*Medium (6.911) vs Large (6.685) 0.2257 0.52 0.6027a— using Sattherthwaite Method *Signicant at 5% level of significance
The pairwise comparison for Inspiring a Shared Vision also reveal that responses
from medium and large schools do not differ significantly at the .05 level of significance.
However small vs large and small vs medium comparisons are statistically significant at
the .05 level of significance.
As far as Inspiring a Shared Vision is concerned, teachers in small schools gave a
lower rating to the principals than did teachers in medium sized or large schools.
Table 2c summarizes each pairwise comparison for Modeling the Way.
Additionally mean scores and mean differences are shown for various sizes along with T
and P- Values.
Table 2c. Post-hoc T-test Results for the LPI Modeling the Way Subscale
PAIRWISE COMPARISON MeanDifference
t-value P-value
Small ( 5.788) vs Medium (7.443) -1.655 -3.09 0.0027*Small (5.788 ) vs Large (6.909) -1.121 -1.93 0.0596Medium (7.443 ) vs Large (6.909) 0.5341 1.41 0.1618
♦Signify at 5% ievei of significance
The last Pairwise Comparison, Modeling the Way, only reveal a significant
difference at the .05 level between small and medium sehool size teachers. Again, the
teachers are small district had a lower mean.
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Results for Post-hoc comparisons on the leadership composite are represented in
Table 2d below. Included are the number of surveys in each category, the standard
deviation, as well as, the mean score and the mean difference.
Table 2d. Post Hoc T-Test for the Leadership Composite
Size No. of Surveys
Mean StandardDeviation
T- Value P- Value
Small 15 5596 2.143Medium 71 7.188 1.922Difference -1.592 -2.86 0.0054*Small 15 5596 2.143Large 35 6936 1.794Difference -1.341 -2.28 0.0269*Medium 71 7.188 1.922Large 35 6.936 1.794Difference 0.2515 0.65 0.5191
In the Post Hoc T-Test for the Leadership Composites (Table 2d), there is a
significant difference between small vs medium and between small vs large. Again, it is
the teachers from small schools who differed from their counterparts in medium sized or
large schools. Therefore, the results are essentially consistent throughout whether
considering pairwise comparisons based on the subseale values or the Leadership
Composite scores. Teachers’ perceptions of leadership in small-sized schools were
statistically different when compared to medium-sized schools and large sized schools.
An interpretation might be that teachers in small sized schools perceive less
transformational type of leadership
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
The Relationship Between Teacher’s Perceptions of Culture (Composite and Subscales) and the School Size
Question #2
What is the teacher’s perception of their school’s culture? Are there any
differences among the elementary teachers who work in schools of different sizes?
Basic Statistics for Organizational Culture
These statistics are based on the teacher’s responses to the Instructional Climate
Inventory. The inventory is based on a Likert scale of 1 (Strongly Disagree) to 5 (Strongly
Agree).
The results of Table 3 are based on a Likert scale from 1 to 5. The responses fail
within a range of 2.400 to 3.716. The highest mean score is foxmd in Strength of Climate.
Strength of Climate is based on clear goals and purposes for the school. Those who score
high in this area are certain they understand what the school stands for. The lowest mean
score in this study is foimd in the Power subscale.
Comparing Schools of Various Sizes
Table 4 shows the F-Value and P-Value for each of the seven subscales on the
culture variable and the culture composite.
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Table 3. Descriptive Statistics for Organizational Culture Subscale Scores
SUBSCA LE DESCRIPTIVE STANDARDDEVIATION
N o. o f Surveys
Satisfaction Mean 3.606 0.565 121Median 3.700Mode 4.100
Commitment Mean 3.598 0.449 121Median 3.700Mode 3.440
Strength of Climate Mean 3.716 0.818 121Median 3.800Mode 4.200
Accomplishment Mean 3.558 0.591 121Median 3.670Mode 3.670
Recognition Mean 3.260 0.740 121Median 3.330Mode 3.560
Power Mean 2.411 0.650 121Median 2.400Mode 2.400
Affiliation Mean 3.387 0.653 121Median 3.440Mode 3.220
Table 4. Summary of F-Test Results for Comparing School Sizes in Terms of the Organizational Culture Subscale Variables
SUBSCALE MeanLarge
MeanMedium
MeanSmall
F-Value P-Value
Satisfaction 3.520 3.667 3.513 1.03 0.3601Commitment 3.530 3.656 3.481 1.51 0.2246Strength of Culture 3.600 3.800 3.587 0.91 0.4040Accomplishment 3.460 3.654 3.353 2.56 0.0816Recognition 3.269 3.320 2.962 1.46 0.2363Power 2.428 2.411 2.393 0.04 0.9634Affiliation 3.296 3.466 3.230 1.30 0.2764Culture Composite 6.627 6.845 5.220 1.78 0.1735♦Significant at the5% level of significance
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To determine the effect of school size hased on the teacher’s responses on each of
the subscales and the composite variables, F-test were performed. Table 4 showed that
subscale scores and the composite score were not significantly different at the .05 level
of significance. Thus, it was not necessary to perform pair-wise comparisons for the
school sizes, through Post -Hoc multiple comparisons.
There is less than a 0.25 mean difference between all of the size levels for
culture. Thus, overall, based on the analyses made, there are no significant differences
among the elementary teachers who work in schools of different sizes, in terms of how
they perceive their school’s culture.
The Relationship Between Leadership Subscales and Culture Subscales
Question #3
Are there any relationships between principals’ leadership and the schools
culture?
In this study, canonical correlations were made based on the subscales of
Principal’s leadership and the school’s culture. Subscales in the leadership variables total
five including Challenging the Process (cproc). Inspiring a Shared Vision (vision),
Enabling Others to Act (act), Modeling the Way (way), and Encouraging the Heart
(heart). The second set of variables are comprised of seven subscales for the Culture
including Satisfaction (sat). Commitment (com), Strength of Climate (stmgth).
Accomplishment (accom). Recognition (rec). Power (power), and Affiliation (affil).
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Among several eanonieal variate pairs there is only one signifieant pair, at the 5%
level of signifieance. This implies that there is only one reliable dimension that could
explain the relationship between Transformational Leadership and Organizational
Culture.
The canonical loadings of the identified variate pair are given in Table 5. It
appears that all of the subscales of Transformational Leadership are more highly
correlated to the Leadership variate, than the Organizational Culture subscales are to the
Culture variate. In particular, the subscale “Encouraging the Heart” has the highest
correlation of 0.963 to the Leadership variate, followed by “Enabling others to Act”,
which is 0.944. The Leadership variate accounts for 79.96% (Proportion of raw variance)
of the variations of perceived behaviors in Transformational Leadership, while it could
explain 42.88% of the variations of behavior in Organizational Culture. On the other
hand, the subseale “Recognition” has the highest correlation of 0.8567, with the Culture
variate, followed by “Affiliation” (0.8299) and “Accomplishment” (0.7999). This Culture
variate aceovmts for 38.86% of the variations in behavior within the Organizational
Culture, while it could explain 20.84% of the variance in Transformational Leadership. It
is important to note that Power does not seem to play a big role in Organizational Culture
(since loading is only -0.0886).
The reliable canonical variate pair has an overall correlation of 0.7323, which
indicates a moderately high relationship between leadership and organizational culture.
Based on a cut-off score of .5, the author found that the cultural elements of
“accomplishment”, “recognition”, and “affiliation” tend to be positively correlated with
all aspects of transformational leadership.
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Table 5. Canonical Correlation between Leadership and Organizational Culture
VARIABLE SUBSCALES CANONICALSET VARIATE AND
LOADINGSChallenging the process 0.8445Inspiring a shared vision 0.8762
Leadership Enabling others to act 0.9443Modeling the way 0.8350
Encouraging the heart 0.9634Proportion of Raw Variance Explained 0.7996
Redundancy 0.4288Satisfaction 0.5386
Commitment 0.3967Strength 0.4499
Aeeomplishment 0.7999Culture Recognition 0.8567
Power -0.0886Affiliation 0.8299
Proportion of Raw Variance Explained 0.3886Redundancy 0.2084Correlation 0.7323
Summary of the Questions & Responses
Question #1
What is the teacher’s perception of their principals’ leadership (descriptive for the
composite as well as the subscales)? Are there any differences among the elementary
teachers who work in schools of different sizes (F-test for three levels for the composite
as well as the subseale)?
Three of the five leadership variables including Challenge the Process, Inspiring a
Shared Vision and Modeling the Way showed statistically signifieant differences at the
.05 level on the F-Test. Also Post hoc T-tests revealed differences in five of nine possible
combinations including Challenging the Process and Inspiring a Shared Vision with
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
differences in the small vs large pairings and the small vs medium pairings. Modeling the
Way showed a statistically significant difference between small vs medium school size
teachers. Therefore, partial support was found for this question.
In terms of teachers’ perception on Challenge the Process, Inspire a Shared
Vision, and Model the Way, teachers in small schools tend to be significantly less
inclined to view principals as being transformational in their leadership. Whereas
teachers in large and medium - sized schools are more inclined to view their leaders as
transformational leaders.
Question #2
What is the teacher’s perception of their school’s culture? Are there any
differences among the elementary teachers who work in schools of different sizes?
There were no significant differences at the .05 level on any of the seven
subscales (Satisfaction, Commitment, Strength of Culture, Accomplishment,
Recognition, Power, and Affiliation). Therefore, based on this study, size is not related to
teacher’s perception of the school’s culture. The Culture Composite score was not
statistically significant at the .05 level either.
Question #3
The final question provided insight into whether there is a correlation between
leadership qualities and school culture. Question #3 Is there any relationships between
principal’s leadership and school’s culture (canonical correlation)?
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CLFLTURE
One statistically significant pairing resulted from the canonical correlation. The
overall correlation was 0.732 at the .05 level of significance. This statistically significant
pair of canonical variates mean that the cultural elements of “accomplishment”,
“recognition” and “affiliation” are related to the transformational leadership.
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
CHAPTERV
SUMMARY, FINDINGS, DISCUSSIONS, STRENGTHS AND LIMITATIONS
Summary and Interpretations
Summary
The Study
This study is based upon a myriad of longstanding problems and eoncems that
continue to plague education imtil today; they include changing demographies, lack of
support, isolation, Ioav teacher morale and attrition. This is an important study because it
attempts to identify relationships that address these longstanding problems. The yery crux
of identifying and proyiding solutions for a successful educational system may hinge
upon a clearer understanding of issues that put A Nation at Risk in the 1980’s (Owens,
1991) and place A Nation Still at Risk as we approached the year 2000 (A Nation, 1999).
This study is worthwhile because it addresses issues that continue to threaten the well
being of a nation. The effects of these longstanding problems that defme the educational
landscape and architecture from the past, in the present, and possibly into the future must
be addressed.
Because teachers teach under the auspices of their principal, it is that primary
relationship upon which this study situates its focus. The study necessarily attempts to
understand a specific type of principals’ leadership style and the relationship between
how teachers pereeiye the school culture and how they pereeiye the principal’s
leadership. Additionally, the study attempts to understand any relationship that school
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
size might have on teacher’s perception of their principal’s leadership and organizational
culture.
The Research Questions are as follows:
1) What are teacher’s perceptions of their principal’s leadership ? Are there any
differences among elementary teachers who work in schools of different sizes ?
2) What are teacher’s perceptions of their school’s culture? Are there any differences
among the elementary teachers who work in schools of different sizes?
3) Are there any relationships between principals’ leadership and schools’ culture?
The overall sample was a convenience sample of elementary, public school
teachers, currently teaching in the state of Michigan. Completed surveys came from three
sources. A statewide Professional Development Conference for the entire state of
Michigan was the initial source, as well as, the primaiy source for most completed
surveys. 69 surveys were returned. The second source of respondents came from the
Michigan Education Association magazine, the MEA Voice. This magazine is available
to teachers over the state of Michigan. 11 surveys were retumed. The third source of
respondents came from teachers attending classes at Westem Michigan University during
the summer sessions. 41 surveys were retumed.
Data collection procedures were in place at each of the settings identified to
obtain the completed surveys. Pre-addressed, stamped envelopes were offered to those
wishing to participate in a retum mailing. However, all teachers retumed completed
surveys while in attendance at the MEA Conference site at the Hyatt Regency in
Dearbom, Michigan. In the next setting, teachers who requested the surveys based on
advertisement in the MEA Voice magazine retumed the completed surveys in the pre-
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
addressed, stamped envelope that had been provided. The final data collection was based
on the researcher’s personal appeal to teachers to complete surveys, at Westem Michigan
University. Most all surveys were collected by retum mail in the pre-addressed, stamped
envelopes provided.
Three tests statistics were used for the study. The data analysis was based on an F-
Test to determine if a statistically significant difference occurred at the .05 level of
significance for principal’s leadership and organizational culture. This was followed by a
Post Hoc Analysis T-Test for pairwise comparisons to determine where the differences
occurred based on school size.
The data analysis for the canonical correlation was based on the subscales of
organizational culture in relation to the culture variable. Additionally, the correlation was
based on the subscales of Transformational Leadership in relationship to the leadership
variable. The analysis attempted to find statistically significant variates.
The Findings
Research Question No. 1
Public elementary school teachers tend to rate their principals moderately high for
their principals’ leadership. On a 10-point Likert scale, the mean ranged fi'om 6.580 to
7.426. The Likert scale rating indicates 1 as almost never and 10 as almost always. The
mean for the composite leadership score is 6.918 substantiating A moderately high
rating.. Furthermore, the mean for three of the five subscales including. Encouraging the
Heart, Modeling the Way and Enabling Others to Act with scores of 6.892, 7.083 and
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
7.426 respectively indicate the highest mean ratings. The lowest mean score of 6.580 for
Challenging the Process indicate that the rating was moderately high.
F-test were statistically significant for three of our subscales, (a) Challenging the
Process (h) Inspiring a Shared Meaning and (c) Modeling the Way. Post Hoc multiple
comparisons reveal that it was essentially the small schools that differed from the
medium-sized and the large-sized schools. Small-sized schools in five of the six possible
pairings involving small-sized schools reveal that the teachers are less inclined to view
their leadership as transformational. Here, teachers in small schools specifically indicated
that they perceived their principal’s as less likely to challenge the status quo and provide
opportunities to develop meaning as an outgrowth of a shared perspective. Additionally,
they perceived their principals as less likely to demonstrate through their actions the
philosophies that they espoused.
Research Question No. 2
Public elementary school teachers gave moderately high ratings to their school
culture. The mean scores were based on a 5-point Likert scale. The scale ranged from (A)
Almost Never to (E) Almost Always. For purposes of statistical analysis A and E were 1
and 5 respectively. Six out of seven mean scores were above a 3.000 rating. Four of the
seven mean scores were above 3.500.The highest scores range from Strength of Climate
to Satisfaction followed by Commitment with scores of 3.716, 3.606 and 3.598
respectively. Strength of Climate indicates whether teachers perceive their culture as
having clear goals and purposes. Here, teachers perceived their culture as one with
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
moderately high levels of satisfaetion and commitment with the highest perception of
Strength of Climate.
F-tests revealed that there is no relationship between any of the subscales of
organizational culture and the school size. There appears to be a homogenization in the
perception of school culture. Based on this study, size is not related to the teacher’s
perception of the school culture. Consequently, regardless of the classification of small,
medium or large-sized schools, size is not related to the teacher’s perception of the
culture of the school. The P-value for each of the subscales was below the .05 level of
significance.
Research Question No.3
The canonical correlation analysis reveals that there is a relationship between
teachers’ perceptions of their principals’ leadership and organizational culture. The study
found one statistically significant canonical variate. A close inspection of the loadings
reveal that the higher ratings teachers gave to the following three cultural elements
(recognition, affiliation, accomplishment), the higher ratings they tend to give to their
principals’ transformational leadership. The analysis provides evidence that there is a
relationship between organizational culture and leadership.
Discussion
The teachers tend to be satisfied with their organizational culture and principal’s
leadership. Here, teachers are most satisfied with Encouraging the Heart, Modeling the
Way, and Enabling Others to Act as reflected in their ratings. Perhaps teachers are
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
saying that when leaders are coneemed enough to provide encouragement, guide them in
a consistent manner and support them as they take action, a feeling of satisfaction
follows. Perhaps, it is the personal nature of the relationship that is reflected in
Encouraging, Modeling, and Enabling that help to create an even higher score/feeling of
satisfaction. Even though Encouraging, Modeling, and Enabling could be demonstrated
toward the entire group, each could be demonstrated one-on-one. In the organizational
culture the three highest scores were Strength of Climate, Satisfaction and Commitment.
Strength of Climate reflects clear goals and purposes. Making a commitment to work
hard within the culture would appear easier if goals and purposes were clear. Satisfaetion
could come from making a commitment toward the goals.
Where principal’s leadership is concerned, teachers from medium-sized and leirge
schools tend to give higher ratings than do their counterparts in small districts in the area
of Challenging the Process, Inspiring a Shared Vision, and Modeling the Way. It appears
that principals in small schools are perceived less transformational than their counterparts
in medium-sized and large schools. Perhaps, this is because smaller-sized schools would
be less likely to receive current research or information based on new methods and ideas.
Perhaps, many of the small-sized schools are in rural areas where schools are less likely
to come together to challenge and stimulate one another’s thinking. The more isolated or
remote rural settings may contribute to this occurrence.
The study also foimd that the higher the ratings teachers gave to the following
three cultural elements (recognition, affiliation, accomplishment) the higher ratings they
tended to give to their principals’ transformational leadership. Teachers’ perception of
organizational culture and principals’ leadership are, indeed, related. Although the study
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
cannot suggest causality, we have some evidence to suggest the interplay between
shaping some aspects of the culture and displaying transformational leadership.
Based on this finding, it would appear that the more transformational the
leadership, the more positive the culture will be. The results of this study tend to indicate
that if the teacher perceives the principal’s as more transformational, they tend to rate the
following three elements higher - recognition, affiliation and accomplishment - for the
school culture, might have even higher scores.
Strengths and Limitations
Strengths
(A) A unique strength of the study was based on a design feature that required one
teacher from each school to complete the pair of surveys. As a result, many schools (121)
were represented in this statewide study.
(B) This study was also unique because it is among the first attempts to
establish a relationship between organizational culture and leadership. The study was not
designed to identify the teachers’ perception of the relationship between leadership and
culture within one particular school. It was not designed to assess an individual principal.
The researcher attempted to create an informational study that would help readers to
understand the relationship between these two variables over a number of public,
elementary schools within the state of Michigan.
(C) An additional strength of this study is that various lengths of teaching
experience were represented in the sample as supported by the following facts. 81%
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CLFLTURE
teachers worked in the same building for over three years. 41% have more than 12 years
teaching experience.
Limitations
(A) The sample was a convenience sample based on collections from three
settings.
(B) Only elementary schools were utilized for the time being. The study could be
extended to other school levels and other types of organizations.
(C) Just surveys were used. Further studies could use qualitative methods to study
why the relationship between organizational culture and leadership display such a pattern.
(D) Requesting survey participants to provide exact numbers for school
population.
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Rinehart, J. S., Short, P.M., Short, R. J., & Eekley, M. (1998). Teacher empowerment and principal leadership: understanding the influenee process. Educational Administrative Quarterly, 34, 630-649.
Rosenholtz, S. (1989a/ The teacher’s workplace. New York: Longmans.
Rosenholtz, S. (1989b). Workplaee conditions that affect teacher quality andcommitment: implieations for teacher induetion programs. The Elementary School Journal, 89,421-439.
Schein, E. (1992). Organizational culture and leadership. San Francisco: Jossey-Bass.
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Schweiker-Marra, K.E. (1995). The principal’s role in changing school culture and implementing school reform. ERS Spectrum, 75 (3), 3-11.
Scott, K.D. & Taylor, G. S. (1985). An examination of the conflicting finds between job satisfaction and absenteeism: A meta- analysis. Academy o f Management Journal 28, 599-612.
Scott, K.D. & Wimbush, J.C. (1991). Teacher absenteeism in secondary education. Educational Administration Quarterly, 27 (4), 506-529.
Scribner, J. P., Cockrell, K. S., Cockrell, D. H., Valentine, J.W. (1999). Creatingprofessional communities in schools through organizational learning: An evaluation of a school improvement process. Educational Administration Quarterly, 35 (1), 130-160.
Sebring, P.B. & Bryk, A.S. (2000). School Leadership and the Bottom Line in Chicago. Phi Delta Kappan, 81 (6), 440-443.
Sergio vanni, T. J. (1980). The New School Executive: A theory o f administration. New York: Harper and Row.
Sergiovanni, T. (1991). The principalship: A reflective practice perspective. MA: Allyn and Bacon.
Shindorf, B., Graham, M. W., & Messner, P. E. (1998). Teacher perception ofempowerment in traditional and non - traditional elementary schools. Catalyst for Change, 28 (1), 23-26.
Silins, H. C. (1994). The relationship between transformational and transactional leadership and school improvement outcomes. School Effectiveness and School Improvements, 5 (3), 272-298.
Simon, C.H. (1980). Changes in organizational climate as perceived by nonreassigned teachers on desegregated elementary school staffs (Doctoral dissertation University of California, Los Angeles, 1980). Dissertation Abstracts International, 42, 01A - 0045.
Slater, M.D. (1980). The teacher drops out - Oregon teacher attrition, 1974-1979. (Doctoral dissertation. University of Oregon, 1980). Dissertation Abstracts International, 41, 08A-3335.
Smith, P.L. (1994). Lessons learned: NASSP’s alliance for developing school leaders. NASSP Bulletin, 75(559), 18-20.
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Snyder, D. (1984). The strategic context o f education in America, 1985-1995.Washington, D. C. National Education Association. (Eric Document Reproduction Service No. ED294-790).
Spaulding, A. (1997). Life in schools - a qualitative study of teachers perspectives on the politics of principals: Ineffective leadership behaviors and their consequences upon teacher thinking and behavior. School Leadership and Management, 77(1), 39-55.
Tabachnick and Fidell (1989). Using multivariate statistics (2"** Ed.). California State University North; Harper and Row, Publishers, Inc.
Tarter, J.C. & others (1995). Middle school climate, faculty trust, and effectiveness: A path analysis. Journal o f Research and Development in Education, 29 {\), 41-49.
Thomas, C. & Fitzhugh-Walker, P. (1988, July-Sept). InternationalJournal o f Leadership, Education 3, 297-306.
Tichy, N.M. & Devanna, M. A. (1986). The transformational leader. New York: John Wiley & Sons.
Tishler,W. & Ernest, B. (1987,). Sources of stress for teachers. Paper presented at Mid- South Educational Research Association, Bill Publication. U. S. Alabama, ED 288851.
Ulriksen, J.J. (1996). Perceptions of secondary school teachers and principalsconcerning factors related to job satisfaction and job dissatisfaction (motivation, attrition). (Doctoral dissertation. University of Southem California, 1996). Dissertation Abstracts International, 58, 01 A -0127
Vandehey, L. T. (1981). Early attrition: Background data and professional concerns of teachers who leave the profession. (Doctoral dissertation, Oregon State University, \9^\). Dissertation Abstracts International, 42, 04A-1384
Van Den Berg, R. & Sleegers, P. (1996). The innovative capacity of secondary schools: A qualitative study. International Journal o f Qualitative Studies in Education, 9(2), 201-223.
VanderStoep, S. W. Anderman, E. M. 8c Midgley, C. (1994). The relationship among principals “venturesomeness” a stress on exeellence and the personal engagement of teachers and students. School Effectiveness and School Improvement, 7 (3), 229- 251.
Vaughn, M.A. (1995). Organization symbols: An analysis of their types and functions in a reborn organization. Management Communication Quarterly, 9 (2), 219-250.
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Waldman, D. A., Bass, B. M. & Einstein, W. A. (1987). Leadership and outcomes of performance appraisal processes. Journal o f Occupational Psychology, 60, n i n e .
Webb, R. & Vulliamy, G. (1996). The changing role of the primary -school headteaeher. Educational Management & Administration, 24 (3), 301-315.
Weick, K. E. & Westley ,E. (1996). Organizational learning: Affirming an oxymoron. In S.R. Clegg, C. hardy, and W. R. Nord (Eds.), Handbook o f organization studies, 440-458. CA: Sage.
Weiss, C.H., Camboune, J. & Wyeth, A. (1992). Trouble in paradise: Teacher conflicts in shared decision making. Educational Administration Quarterly, 28 (3), 350-367.
Weiss, E.M. (1999). Perceived workplace conditions and first year teachers morale, career choice commitment and planned retention: A secondary analysis. Teaching and Teacher Education, 15 (8), 861-879.
Weiss, E.M.& Weiss, S. G., (1999). Beginning teacher induction. Erie Clearinghouse on Teaching and Teacher Education. Washington, D.C., ED436487.
Zellman, G. L. & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children’s educational outcomes. Journal o f Educational Research, 91 (6), 370-380.
Zhu, Y., Chen, I., Warner, M. (2000). HRM in Tiawan: An empirical ease study. Human Resource Management Journal, 10 (4), 32-44.
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APPENDICES
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APPENDIX A
PERMISSION TO USE THE LPI
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KOUZES POSNER INTERNATIONAL15419 Banyan Lane
Monte Serene, California 95030 Phone/FAX; (408)354-9170
November 18,2002
Ms. M. Patricia Howard 220 Lynwood Drive Battle Creek, Michigan 49015
Dear Patricia:
Thank you for your request to use the Leadership Practices Inventory ( LPI) in your dissertatbn. We are willing to allow you to reproduce the instrument as outlined in your letter, at no charge, with the following understandings:
(1) That the LPI is used only for research purposes and is not sold or used in conjunction with any compensated management development activities;(2) That copyright of the LPI, or any derivation of the instalment, is retained by Kouzes Posner International, and that the following copyright statement be included on all copies of the instrument: "Copyright ® 1997 James M. Kouzes and Barry Z. Posner. All rights reserved. Used with permission.**;(3) That one <1) bound copy of your dissertation and one (1) copy of all papers, reports, articles, and the like which make use of the LPI data be sent promptly to our attention; and,(4) That you agree to allow us to Include an abstract of your thesis and any other published papers utilizing the LPI on our various websites.
if the terms outlined above are acceptable, would you indicate so by signing one (1) copy of this letter and retuming it to us. Best wishes for every success virith your research project.
Coi
Barry Z. •, Ph.D.
I understand and agree to abide by these conditions:
(Signed),
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
APPENDIX B
MICHIGAN EDUCATIONAL ASSOCIATION (MEA) INSTRUCTIONAL PROFESSIONAL DEVELOPMENT (PDI) CONFERENCE EXHIBITOR’S LETTER
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11/2S/2002 11:39 5173364013 MEA PD/HR DEPT.: page 02
li chigan iSdiicatiott Assot^^1216KeDdakBlvd,POBok2573 " " 'EostUanng, MI 48826-2S73 517/332-6551 8O0W92-D34 www.me9-<xg
To: IPD Confiaonce Exhibitors
Frun; NfidbdUe Boenna, Exhibits Assistant
Date: Novembw'26,2002
Re; IPD Conference
The.2002 MEA JEnstmction and Professionid Develo^ent Conferaoce is apptoaddng i)uicldy and I woiold like to pass OR a few last details to you.
At dbis ptdttt 3 00 ^ u ld have received, eitiier by email or l&x, a packet of infonnaiioa fi«»ndw exhibit con ^ y.; A g ^ you Qidy need to fiU out aigr o f these finnu if
ybvrwodut like additi<a»l equipment or if ym -wodd like to have your booth wmtegais aidpped to die conftretiee (all materiab need to be shipped to Freeman, not die Hyatt).
Thank you to dim« of you Miohayereipc^ed about dborptizes before die deadline. Ifyou will not be present to award your prize yootseli you will need to get your prize to me by Friday at2:00pm.
1 will have name badges for you as wril aslyour meal tidcets at a table in die Great Lakes Center sriKtt you arrive tm Thursday. Aldiough 4^ exhibits company will sdU be woridng in the room, you udE be sble to begin your own set-up jd 10 atn, Thursday motniag. Again dwcofolWt times are 1:00 to TdlOoaTteindfy and 9:00 to 400 on Friday. There will be a security gUardpteseot finm 8 am to 1 pm on Thursday and from 7 pm Thursday n i^ to 9 am iMday morning.
If you have not conpleted your payment jSjir your booth, we need to have the ooinplete payment in hand bedne die c^erence begins. Weiappreciate your ptmnptness in dds matter.
Surw^ for Elemontaiy Teachecs your booth number is 28. We look forward to seeing you next week.
MRB
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
APPENDIX C
PROMOTION FLYER FOR RAFFLE PRIZES
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TRANSFORMATIONAL LEADERSfflP A N D ORGANIZATIONAL CULTURE
^ ren rio n flenenrol'y Teochelrz
WINA jFK£E'27 inch Color TV
or
A FREEJSSTD PlayerSimply take a few iniimtes to fill out a
survey to enter the drawing.
The simreys ai« Icx ated at Ixxith niuuber 28 in the Great Lakes Center diiiing the exhibit tiines on
Thursday and Friday.
Fidk one up, find a ccnnfcxrtable, private space, and return it to booth 28.
A name w ill be drawn and posted by the door at the Good Win/Good Cheer Rec:eptlon Friday evening. Step
by the reception to see if you won!
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
APPENDIX D
HSIRB APPROVAL#!
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W e s t e r n M i c h i g a n u n i v e r s i t yHumm SHblMti InttttntloMl Rwitw Itird
Celebration
Date: November 26,2002
To Charles Warfield, Principal Investigator M. Patricia Howard, Student Investigator for dissertation
Re: HSmB Project Number 02-11-16 /
From: Mary Lagerwey, Chair
This letter will serve as confirmation that your research project entitled “A Study o f the Relationship Between Transformational Leadership and Oqiwizational Culture in Schools" has been approved under the exempt category o f review by tibe Homan Subjects btstittttional Review Board. The conditions and duration o f tins qiproval are specified in the Policies of Western Michigan University. You may now begin to implement the research as described in the ^plicatiotL
Please note that you may only conduct this research exactly in the form it was qiprpved. You must seek qiecific board reproval for any changes in this project. You must also seek rei^proval if the project extends beyond the termination date noted below. In addition if Hiierc are any unanticipated adverse reactions or unanticipated events associated with tiie conduct of this research, you should immediately suspend the project and contact the Chair o f the H S IR B for consultation.
The Board wishes you success in the pursuit o f your research goals.
Approval Termination: November 26,2003
moK>(si«n74tit mmvw-wt
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
APPENDIX E
HSIRB APPROVAL #2
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W e s t e r n M i c h i g a n U n i v e r s i t yHumm S ub jw ts InttttuHoM l Ruiritw B urd
-entehniaT 1903-2003 Celebrati on
Date; May 27,2003
To: Charles Warfield, Principal InvestigatorM. Patricia HCward, Student Investigator for dissertation
From: MaiyLagerwey, Chair P \jO-—-j
Re: HSIRB Project Number; 02-11-16
This letter will serve as confirmation that the changes to your research project “A Study o f die Relationship Between Transforaiational Leadership and Oiganizational Culture in Schools” requested in your memo dated May 9, 2003 and clarified on May 23, 2003 (recruiting subjects from WMU classes) have been approved by the Human Subjects Institutional Review Board.
The conditions and the duration of this approval are specified in the Policies o f Western Michigan Uruversity.
Please note diat you may only conduct this research exactly in the form it was qiproved. You must seek specific board approval for any changes in this prqject. You must also seek resqipioval if die project extends beyond the termination date noted below, fit addition if diete are any unanticipated adverse reactions or unanticipated events associated widi the conduct of this resMrch, you should immediately suspend die project and contact the Chair o f the HSIRB for consultation. ^
The Board w i^es you success in the pursuit of your research goals.
Approval Termination: November 26,2003
Wainmd (Ml. Kdamaiio. Ml 490M-S4St PHOK (2S9)3t7-St93 mb (20) M7-1Z7C
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TRANSFORMATIONAL LEADERSHIP AND ORGANIZATIONAL CULTURE
APPENDIX F
HSIRB APPROVAL #3
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W E S T E R N M i c h i g a n U n i v e r s i t yHumtn SulN w tt InttltmiBiwI HwHwr l » i r t
e n tc n n la l >*»*J003Ce|ebfal!on
D a t e ; M a r c h 1 0 , 2 0 0 3
To; Charles Warfield, Principal InvestigatorM. Patricia Howard, Student Investigator for dissertation
From: Maty Lt gerwey, Chair / H
Re: HSIRB Project Numher: 02*11-16
This letter will serve as confim»tion that the changes to your research ]»oject **A Study of the Relationship Bmween Trarufomiationa! Leadership and Organizational Culture in Sdiools’* requested in your memo dated February 9,2003 and revised on February 17,19,28, and March 3 have been iqiproved by fiie Human Subjects Institutional Review Board.
The conditiffiDS and fiie duration of this approval are specified in the Policies o f Western Midhigan Uhivenity.
Please note fiut you may onlh' conduct dtis research exactly in the form it was iq^ttoved. You must seek specific board ^ ro v a l for any changes in this project You must also seek reapptoval if the project extmds beyond the termination date noted below, fir addition if there are any unanticiiwted adverse reactions or unanticipated evoits associated with the conduct of fills research, you sihould immediately suspoid fite project and contact fiie Chair o f the HSIRB finconsttlfidion.
The Board wislMS you success in the pursuit of your research goals.
An»ovaI Termination: November 26,2003
WilMOd HiH, KlImMM, M 4MM44Wmm, ( 2 6 i ) n ;4 » 3 M ia«9)U 7-l27(
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
APPENtilX G
LEADERSHIP PRACTICES INVENTORY (LPI)
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To what extent does this person typically engage in the following behaviors? Choose the number that best applies to each statement aiid record it in the blank to the left of the statement.
I 1 3 4Al most Rarely Seldom Once N ever In a While
He or She:
S 6 7 8 9 . 10Occasionally Sometimes Fairly Usually W ry Almost
Often Frequently Always
I.5
I
£1gO
_ 1. Seeks out challenging opportunities that test his or her owii skills and abilities.
_ 2. Talks about future trends that will influence how our work gets done._ 3. Dwelops cooperative relationships among the people he or she works
with._ 4. Sets a personal example of what he or she expects from others._ 5. Praises people for a job Well done._ 6. Challenges people to try out new and innovative approaches to their
work.
_ 7. DesoibM a compelling image of what our future could be like._ 8. Actively listens to diverse points of view.
_ 9. Spends time and energy on making certain that the people he or she works with adhere to the principles and standards that have been agreed on.
_ 10. Makes it a point to let people know about his or her confidence in their abilities.
_ 11. Searches outside the formal boundaries of his or her organization for innovative ways to improve what we do.
_ 12., A.ppeals to others to share an exciting dream of the. future._ 13. Treats others with dignity and respect._ 14. Follows throu^ on the promises and commitments that he or she
makes.
- 15. Makes sure that people are creatively rewarded for their contributions to the success of projects.
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I 1 3 4 5 6 7 8 9 10Abnott lUrcly Seldom Once Cccaslonally Sometimes Fairly Usually Very AlmostNever In a While Often Frequently Always
He or She: 16. Asks “What can we leam?” when things do not go as expected. 17. Shows others how their long-term interests can be realized by enlist
ing in a common vision. 18. Supports the decisions that people make on their own. 19. is clear about his or her philosophy of leadership. 20. PubUcfy recognizes people who exemplify commitment to shared values. 21. Experiments and takes risks even when there is a chance of failure.
22, Is contagiously enthusiastic and positive about future possibilities.
23. Gives people a great deal of freedom and choice in deciding how todo their work.
24. Makes certain that we set achievable goals, make concrete plans, andestablish measurable milestones for the projects and programs that we work on.
__ , 25. Finds ways to celebrate accomplishments. 26. Takes the initiative to overcome obstacles even when outcomes are
uncertain.N ____ 27. Speaks with genuine conviction about the higher meaning and
purpose of our work.
I ____ 28. Ensures that people grow in their jobs by learning new skills anddeveloping themselves.
29. Makes progress toward goals one step at a time. -
30. Gives the members of the team lots of appreciation and support fortheir contributions.
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TRANSFORMATIONAL L E A D E R S t# A N D ORGANIZATIONAL CULTURE
APPENDIX H
INTRUCTIONAL CLIMATE INVENTORY
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INSTRUCTIONAL
CLIMATE
INVENTORY
FORM T
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Developed by Larry A. Braskamp, Ph.D. and Martin L. Maehr, Ph.D. Copyright © 1985, 1988 by MetriTech, Inc., 4106 Fieldstone Road, Champaign, XL. All rights reserved.
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TRANSFORMATIONAL LEADERSHIP A ND ORGANIZATIONAL CULTURE
INSTRUCTIONS
This questionnaire is designed to provide a profile o f instructional leadership and school climate. Your responses are anonymous and will be kept confidential. At no time w ill individual responses be shared with your principal. Your answers w ill be combined with those o f others in order to develop a composite profile. There are no “right” or “wrong” answers and no time limit, but try to answer each question as quickly as possible.
First, take out the answer sheet you have been given. Use the “P” grid under SPECIAL CODES to code in the level o f your school as follows;
3; Elementary4: Junior High or Middle School 5: Senior High
The rest o f the identification area may be left blank.
The booklet has two parts, each with its own instructions .B e sure to read these instructions before answering the items. Use the key at the top of each page to select your answers.
Remember to mark all your answers on the answer sheet with a pencil (No. 2 is best). If you decide to change an answer, erase the first mark completely.
Thank you for your cooperation
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
PART I
The following items deal with views you have about the school in which you’re now employed and various career opportunities. Choose just one answer for each item. Use the following key to choose your answers.
(A) (B) (C) (D) (E)Strongly Disagree Uncertain Agree StronglyDisagree Agree
1. . My co-workers and I work well together.2. Disagreements occur here because people frequently compete with each other.3. I get rewarded in a fair way for the work I do.4. I do my best work here because my co-workers urge me to do so.5. In this school we believe in what w e’re doing.6. I f e e l l get sufficient pay for the work I do.7. Employees here receive a lot o f attention.8. This school makes me feel like I’m a winner.9. I like what I’m doing now, so I don’t think of doing anything else.
10. I like my chances o f doing good Work here so I can get ahead.
11. I have a sense of loyalty to this school.12. People spend a lot o f time trying to get to know those in powerful positions in this
school.13. I identify with this school.14. In this school, there is respect for each individual.15. I’m satisfied with the opportunities I have to direct others.16. I think about the future of this school.17. There are many chances to compete with others to get ahead.18. Everyone in this school knows what it stands for.19. In this school we hear more about what people do right than the inistakes they make.20. Communication within this school is very informal and frequent.
21. I’m doing the kind of work I want.22. People at all levels of this school share information about how well it is doing.23. This school stresses excellence.24. I enjoy working with those to whom I report.25. I’m involved in decisions that directly affect my future.26. Employees here are afraid to make a mistake.27. There is peer pressure here to do a good job.28. This school makes me feel like I’m an important, productive person.29. Around here w e’re encouraged to try new things,30. This school is clear about what it expects from me,
31. Evaluations o f my work are directly tied to how well I do.32. There’s a close knit feeling among us in this school.33. I’ve regretted that I chose to work for this school.34. Employees here don’t really trust one another.35. Almost everyone has similar values and ideas about what this school should be doing.36. This school allows me to do things that I find personally satisfying.37. Competition among teachers/departments is actively encouraged in this school.38. This school really cares about me as a person.3 9 .. I know what this school stresses.40. In this school, w e’re encouraged to try new things.
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TRANSFORMATIONAL LEADERSHIP A N D ORGANIZATIONAL CULTURE
(A) (B) (C) (D) (E)Strongly Disagree Uncertain Agree StronglyDisagree, ^ Agree
41. I do extra work here because I want this school to succeed.42. I like the people I work with.43. I enjoy the kind of work I do.44. I know what really counts around here.45. People here are always getting awards and extra attention by doing good work.46. We’re treated as adults in this school.47. Every person in this school can invent, create, and solve.48. The school administration regards conflict among competing work groups and individuals
as healthy.49. I feel that I share in the successes and failures o f this school.50. I regularly receive information about the quality o f my work.
51. There are many incentives here to work hard.52. I have good job security in this school.53. The administration o f this school expects us to be productive in our work.54. I feel a sense o f ownership in this school.55. I’m encouraged to make suggestions about how we can be more effective.56. It would take very little for me to move to another school.57. I take pride in being a part o f this school.58. The emphasis here is on letting us compete and see who ends up the winner.59. Everyone employed in this school knows what we value the most.60. If someone has a good idea or project, the administration listens and supports it.
Sex(A) Male(B) Female
Age(A) Less than 30
„ (B ) 30 to 39(C) 40 to 49(D) 50 to 59(E) 60 or older
Ethnic background(A) White(B) Black(C) Hispanic(D) Asian(E) Other
W Years of teaching experience(A) 0 to 3 years(B) 4 to 6 years(C) 7 to 9 years(D) 10 to 12 years(E) more than 12 years
5 5 Highest degree earned(A) Bachelor's degree(B) Master's degree(C) Educational specialist (6-year
program or equivalent)(D) Doctoral degree
66. Please estimate school size(A) 0-249 students(B) 250-499 students(C) 500 or more students
67. Worked at current building(A) 1-2 years(B) 3 years or more
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